TG_2

Teacher ’s G u i d e
Teacher’s Guide
58 St Aldates
Oxford
OX1 1ST
United Kingdom
Pathway to Math Teacher’s Guide Level 2
First Edition: June 2016

ISBN: 978-607-06-1353-1
Pathway to Math 2 is a collaborative work, created and designed by

the Department of Educational Research of Santillana. Richmond
adapted the project and created an English version.
© Ivette Juillet Miranda, Myriam Pino Álvarez
© Richmond Publishing, S.A. de C.V. 2016
Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, Ciudad de México
Publisher: Justine Piekarowicz

Editorial Team: Catalina Hernández, Natalia Herrera, Duncan Jones,
Jacaranda Ruiz, Milosh Trnka
Pre-Press Coordinator: Daniel Santillán
Cover Design: Lourdes Arroyo
Cover Photograph: ©THINKSTOCK: TongRo Images (TongRo Images)
All rights reserved. No part of this work may be reproduced, stored in

a retrieval system or transmitted in any form or by any means without
prior written permission from the Publisher.
Richmond publications may contain links to third party websites or

apps. We have no control over the content of these websites or apps,
which may change frequently, and we are not responsible for the
content or the way it may be used with our materials. Teachers and
students are advised to exercise discretion when accessing the links.
The Publisher has made every effort to trace the owner of copyright
material; however, the Publisher will correct any involuntary omission
at the earliest opportunity.
Printed in Mexico by
Table of Contents
Introduction to Pathway to Math for the Teacher ...............................4

Teacher’s Guide Organization .........................................................5
Student’s Book Organization ..........................................................6
Digital Book .................................................................................9
Student’s Book Table of Contents .................................................. 10
• Unit 1 ........................................................................................ 12
• Unit 2........................................................................................ 44
• Unit 3........................................................................................ 82
• Unit 4...................................................................................... 114
• Unit 5...................................................................................... 142
Glossary ................................................................................... 172

Cutouts .................................................................................... 178
Stickers ...................................................................................183
Notes ...................................................................................... 187
Introduction to Pathway to Math
Pathway to Math is a six-level math series in English for primary school students. The
series is fun and modern, and provides students with lots of practical activities and
real-world examples of math. The Pathway to Math series has been designed to give
students a theoretical understanding of math concepts and practical knowledge of how
to use math in their lives.
Pathway to Math is based on the Content and Language Integrated Learning (CLIL)
methodology of language teaching. In the CLIL approach, students learn content (math)
through an additional language (English). CLIL can be summed up as “using language
to learn, learning to use language.”
Some of the benefits of CLIL are:
• CLIL provides effective opportunities for students to use their new language skills
now, rather than learn them now for use later.
• CLIL introduces language to a broad range of students and it can interest students
who have not previously enjoyed language instruction in general education.
• CLIL classes can be used as core classes and do not require extra time in the
curriculum.
• CLIL can be very successful in helping improve young learners’ self-confidence

and in developing a positive “can do” attitude in language learners.
The Teacher’s Guide contains the Student’s Book presented in a smaller format with an
annotated answer key. The Teacher’s Guide also includes lots of tips, techniques and
practical suggestions for teachers on how to teach math in English.
• Further texts and activities at www.richmond.com.mx/pathwaytomath.
4
Teacher’s Guide Organization
Answer Key and Teaching Notes
• Unit Vocabulary Answer Key and Teaching Notes Pathway to Math 2
Unit Vocabulary Initial Evaluation

Unit 2
• Setting Off nouns: addend, block, board,
button, can, cardboard, chick,
digit, exception, gift, glass,
hyphen, ice-cream stick, jar, juice
box, least, marble, minuend, Key Words
Nrusm
Numbe UbpeTros 1
U0p0To 100
barn
barn
ba n
sheep
shee
sh
sheep
hee
hee
e
What Do You Know?
Look at the picture and answer.
Initial Evaluation
What Do You Know? section,
students are tested on grouping
and counting up to twenty. It is
important to remind students
of the concepts of ones and
most, muffin, place value, cow 1. Write how many animals there are in the
place value tens, which will help them when
referent, subtrahend, sum, tape, picture.
28 grouping by 10s.
teenager, tray, wood
tens ones
verbs: compare, compose,
• Teacher Tip
5 8
decompose, decorate, estimate,
ones
recycle, resolve, switch Stickers
adjectives: flexible, greater dog 15 20
adverbs: backward, forward tens
To do activity 3, ask students to
2 3
use Sticker Set 8 on page 171.
10
Students should stick the animals
Language Focus 2. Which group has the most animals? in increasing order, according to
The group of chicks has the most animals. the numbers of animals shown in
• Lead In
hundreds
the picture.
As a whole class, make a chart cat
cat 3. Use Sticker Set 8 on page 171. Put the
with the names of different duck animals in order from least to most.
animals in Spanish and English.
You can divide the animals into
categories, for example, farmyard
Teacher Tip
estimate
trough
animals, pets, etc. Then put the
chart on the wall. hen chick
4. Circle the chicks in groups of 10. Remind students that they can
duckling
use different counting strategies,
5. How many tens (10s) of chicks are there?
• Initial Evaluation
such as crossing out the animals
In this unit you will learn to: There are 2 tens (10s) of chicks. as they count, so that they do not
Setting Off repeat an animal when counting.
• identify hundreds and the place value of digits.
Analyze the picture with students. • compose and decompose numbers up to 100. Word Focus
• compare and put numbers up to 100 in order.
Begin by asking them who they
• estimate quantities up to 100 using a referent. Leastt means the smallest number
think the little girl is and by of something, and mostt means the Language Focus
• count forward and backward, and use mental math strategies.
talking to students about looking largest number of something.
after animals. Find out how many
students have pets and what kind Direct students’ attention to
• Language Focus of animals they are. Then discuss 36 thirty-six Unit 2 Numbers Up To 100 thirty-seven 37 the Word Focus section and
why we keep pets and how we check that they understand the
should look after them. meanings of leastt and mostt by
asking for examples from other
Notes categories. For example, ask
students, What is your least
favorite subject?? or What is the
most candies you have eaten?
44 Unit 2 Numbers Up To 100 45
• Organization Answer Key and Teaching Notes Pathway to Math 2
Read and write numbers up to 100
Let’s Practice
• Lead In 1. Match each number with its word form. Relate
a. 18 two
Challenge
How old are you? Ask a
b. 88 eighty-eight
classmate how old he or
she is. On an index card,
write his or her name
and age in word form.
c. eighteen
• In 5 Minutes
Decorate it. Give it to
your friend as a gift.
d. eleven
Language Focus
Section 1 / Numbers Up To 100
2. um
umber in word form with the correct number. Relate
Demonstrate to students the
difference in pronunciation Reading and Writing Numbers Up To 100
a. 15 Fun Fact!
• Clarifying Concepts
between the “teens” 13, 14, 15, Let’s Connect
etc. and 30, 40, 50, etc.
8 42 Young people between
eight
12 forty-two b. o 10 the ages of 13 and 19 are
called “teenagers.”
twelve
c. 92
Answer Key and Teaching Notes Pathway to Math 2 cchaart
17 3. foorm for each number. Understand
seventeen
nnum mbers
a. tthree
• Possible Difficulty
be put
p on
hidde it In 5 Minutes
• How are the word forms of the numbers on the board different?
tte the The first and second numbers are written in one word, the Word Focus b. ssixty-seven
Clarifying Concepts third one with “teen” and the last one with a hyphen. .
Identify ones, tens and hundreds
Word form refers to a Put students into groups and have
Answers will vary. number written with each group write three numbers
Let’s Learn Let’s Learn section, give • Give an example of a number that is written like 42 using a hyphen. letters. c. ffourteen
students the opportunity to make and three different numbers in
Example: 5 = five (word
a diagram or model to help them The number 35 is written thirty-five . word form. Then ask students
100 10 1 form)
visualize ones, tens and hundreds. to exchange numbers and write
Numbers Up To 100 forty-one 41 them using numbers or words,
• Give an example of a number that is written like 17 using “teen.”
• Answer Key
rooups Answers will vary. correspondingly.
ttheer up The number 16 is written sixteen .
whhole
aatioon Let’s Learn
haave
Numbers from one to twenty are written with one word.
6 s
six 8 e
eight
Numbers from 13 to 19 are written with a “teen” at the end.
14 four
f teen 19 nineteen
• Cutouts
hundreds tens ones
Numbers from 21 are written using two words separated by a hyphen (-).
1 hundred equa
equals 10 tens t
twenty
y-one ninetyy-eight
1 ten equals
l 10 ones 21 98
1 hundred equals 100 ones
Thirty, forty, fifty, sixty, seventy, eighty and ninety are exceptions. Numbers Up To 100 49
Answer Key
40 forty Unit 2
Let’s Practice
Did You Know...? Activity 1 has various answers.
1. Complete the activity. Identify The 25 ones that are colored
• Math Skills
Ones (O) are related to the number can be part of the tens that are
a. Color 25 oness. one (1). Tens (T) are related to the number
circled. Tell students that they can
ten (10) and hundreds (H) are related to
the number one hundred (100). write numbers below each group
b.. Circle 7 tens.
b they circle to help them keep track
Answers
A nssw
weerss will
will vary.
of how many they have circled.
In 5 Minutes
Section
1 Numbers Up To 100 Ask students how many tens they

can circle in the 25 colored ones
Organization Ones, Tens and Hundreds (2). The idea is that students Unit 2
start to understand the idea of
UNIT 2: Numbers Up Too 1
100
00 thirty-nine 39 decomposing numbers, even if
Let’s Connect
Numbers Up To 100 that topic will be seen later.
Section 1: Numbers Up To 100 David is packing jars into boxes for recycling.
Hmmm... that means
• Ones, Tens and Hundreds 10 jars fit in one box. I have 34 jars. Notes
• Reading and Writing Numbers Up To 100
• Representing Numbers According to
Their Place Value
• Composing and Decomposing Numbers
• How many tens (10s) and ones (1s) did David separate the 34 jars into?
Teacher Tip
3 tens (10s) and 4 ones (1s)
Have students cut out two

If David saves these jars in total: Numbers Up Too 100
10
00 47
different-sized pieces of paper to
represent ones and tens. Students
can then use the pieces of paper
as a concrete aid to help them
when grouping.
Math Skills
• How many boxes will he need? Circle the jars in tens.
When students have finished
the activities, ask them what is 10 boxes.
easier, to count all the jars by Remember!
ones or by tens? Students should • How many jars will not be in a box? 1s are represented by 1 object and
conclude that grouping by tens is 10s are represented by 10 objects.
an easier way to count a big group 0 jars.
of objects.
38 thirthy-eight Unit 2
Lead In
Draw some groups of objects on

the board and ask students to
circle them in tens. Allow several
students to circle tens, and others
to check the answers.
46 Unit 2
5
Student’s Book Organization
Pathway to Math 2 is organized into five units. In each unit you will find:
Initial Pages of the Unit

Unit 1
Key Words
Patterns What Do You Know?
Initial Evaluation
Unit Number and pattern

a d Equalities
n 1. How many books are on each shelf?
shelf 1
Initial Evaluation
Unit Title 2 4 6 8 shelf 1 shelf 2
shelf 2
2. How many books do you need to add

2
increasing
to shelf 2 to make the shelves equal?
1 2 3 Draw them.
You add
decreasing
3 2 1 3. Look at the colors of the books. Color the
3
books that go next on each shelf.
Key Words for Unit equal shelf 1
15 15
shelf 2
Why are books

important?
In this unit you will learn to:

• recognize, describe and create repetitive patterns to continue sequences.
• recognize, describe and create number patterns to continue number sequences.
• recognize, describe and create equalities and inequalities using words, pictures
and symbols.
Learning Objectives • do your work in a clear and organized way.

• solve math problems in flexible and creative ways.
8 eight Unit 1 Patterns and Equalities nine 9
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Units Organized into Sections

Section 1 / Patterns Recognize, describe and create patterns in number sequences
Number Patterns Let’s Learn
Let’s Connect A number pattern is a rule that makes a group of

Did You Know...?
Learning
ordered numbers called a number sequence.
Claire is making a tower using blocks. Number sequences are
step 1 step 2 step 3 step 4 a big part of nature, too.
Title and Subtitle of Section

Sea shells, flowers and
other natural things all
have parts that form a
number sequence.
Objectives
2 4 6 8 number
Sections organized by add 2 add 2 add 2

sequence
number
pattern
If the pattern is “add
2,” you can also write
it as “+ 2.”
• How many blocks does each tower have? Number sequences can be:
learning process: step 1 step 2 step 3 step 4

• Increasing , when you add or sum.
• Decreasing , when you remove or subtract.
• Does she add or remove blocks in each step? Circle. Let’s Practice
• Let’s Connect add remove 1. Mark the correct pattern for each sequence with a . Understand
a. b.
• How many blocks did Claire add to the tower in step 2?
Remember, when you add,

• How many did she add in step 3? you sum, and when you
remove, you subtract.
• Let’s Learn
remove
• Does she always add the same number of blocks? Circle. add add
yes no remove add
14 fourteen Unit 1 Patterns and Equalities fifteen 15
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• Let’s Practice
Recognize, describe and create patterns in number sequences
8. Create an increasing number sequence and a decreasing number sequence that follow a
pattern. Start with any number. Apply
a. increasing pattern
• Quiz Yourself
b. decreasing pattern
Quiz Yourself
Look at the picture. Read
d the word problem and answer.
Mike follows a pattern to make a tower. He has

15 blocks to make the tower.wer. The tower will have
5 floors. The first floor hass 5 blocks and the last
attern will Mike use to
floor has 1 block. What pattern
make his tower?
You can use

blocks to make
the tower in class.
Patterns and Equalities nineteen 19
6
Special Features
• Education through
Section
Let’s Learn 3 Data

Collecting Data
Values
A number pattern is a rule that makes a group of
Did You Know...?
N
Numberb sequences are Let’s
Let
Le s Connect
a big part of nature, too.
Section 2 / Addition and Subtraction
ubt
u
• Did You Know…?
Let’s Practice
number sequence. Students’ Favorite Snacks
1. Match each number with its word form. Relate Snack

Snac Tally Total Strategies
iie
e for Solving Subtraction Operations
||||||||||| 11
Remember!
Fruit
add 2
4
add 2
6
add 2
8 number
sequence
number
a.
If the pattern is “add
2,” you can also write
18 two
Challenge
Yogurt
Sandwwich
|||
||
Cereal ||||| 5
3
2
JaneLet’s Connect
y , and they donate 116 to a kindergarten. Thomas and Maria want to know
ys
.T
They use different strategies.
•
it as “+ 2.” classmate how old he or
Number sequences can be:

pattern b. 88 eighty-eight she is. On an index card,
• Tip
c. 11 eighteen • What
Decorate it. Give it to question do you
u think Jane asked? Remember!
The title of a table tells Thomas H T O Maria
you what question
d. 2 eleven
• Where did Jane write the answers? Why?
was asked. 70
0 8 4 7 8
Let’s Practice 10
0 6 – 1 1 6
0 + 2 = 362
60 6
1. Mark the correct pattern for each sequence with a
a. b.
. Understand
rstan
nd
2. Match each number in word form with the correct number. Relate
• What does mean in tthe “Tally” column?
Word Focus
A survey collects
information about yyss left
f. There
T r 362
r are 3 2 toys
oy left.
3 6 2
• Word Focus
Fun Fact!
a. ten 15 an issue or topic.
It usually
• involves lc
culate the number of toys left? Explain. Tip
Young people between questions.
• Write
the ages of 13 and the number of sstudents who prefer each snack.
19 are
10
Fun Fact!
The terms in a
add
remove
ad
dd
b. ninety-two
c. fifteen 92
called “teenagers.”
fruit cereal yogurt sandwich
subtraction operation
are:
56 minuend
− 23
m
s
subtrahend
•
• ula
u ate the number of toys left? Explain.
3. Write the word form for each number. Understand 33 difference
d
remove ad
dd
Patterns and Equalities

a.
fifteen 315
86 eighty-six Unit 3
• Challenge
02 PM2stU1.indd 15
b. 67 3/23/16 3:13 PM
04 PM2stU3.indd 86
Education
Educat
Ed atiio
ion th
through
g Values
3/23/16 3:18 PM
c. 14 Would you
yo and your classmates like to start a fundraiser to collect toys and
give them to a charity for children?
Numbers Up To 100 forty-one 41

114 one hundred fourteen Unit 4
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05 PM2stU4.indd 114 3/23/16 3:19 PM
Evaluation Pages
• What Do You Know?
Unit 53
Initial Evaluation
Measurement,
What Do You Know? Initial Evaluation
Key Words Look at the picture and answer.
Geometry and Data

on / under
1. Draw two more toys on the floor.
airplane 2. Look at the picture. Is the “Height

Measurements” wall on the left or right? • Let’s Check!
two-dimensional
shapes
3. What would you use to find out who is the
tallest child?
Intermediate Evaluation
robot
robot
b t
side
• What Did You Learn?

4. Circle the two-dimensional shapes in the
i t W it th i
Unit 3
a.
vertex
Let’s Check!
c.
b. Intermediate Evaluation
Final Evaluation
Position of Objects and People 3. Write the names of two things you can measure using each body part or object.
1. Look at the picture and answer. a. d.
Foot
5.
In this unit you will learn
le
earn to:
Hand
• identify the position of objeects and p sha
sh
ha
objects and people. Children in the Classroom

• identify days, months ananddd dates on Girls Boys
• measure using your boodyody and
a other
other b.
Eraser
• describe, compare and d dra
draww geomee
• collect, record and interpret
rpret da
data
ta usin
n Pencil
• use creative math skillss for pro
problem
blem
m
70 seventy Unit 3 Measurement, Geometry and Data 4. Which geometric shape hass 4 equal ssides
71and 4 equal
q vertices?
a. What objects are behhind the teacher?
A A square Unit 3 What Did You Learn?
04 PM2stU3.indd 70 3/30/16 5:15 PM 04 PM2stU3.indd 71 B A rectangle 3/23/16 3:18 PM
b. What objects are on the

t teacher’s table?
What Did You Learn? C A circle Final Evaluation
5. Which sentence is correct? Recording Data in a Block Chart

Days, Months and Dates on a Calendar
3. Look at the tokens. Complete the block chart with information.
c. What do you see undder the table? 1. Circle the month that has 31 days. A Circles and triangles haave sidess
FEBRUARY JUNE B Circles have 1 vertex and triang
g
W T F S S M T M T W T F S S Tokens per Color
1 2 3 C Circles
1 2 do not have anyy sides an
Measuring With Your Body and Objects
bjec
ct s
4 5 6 7 8 9 10 3 4 5 6 7 8 9
2. Measure your school bagg using a finger as a unit11 of measurement.
12 13 14 15 16 17
18 19 20 21 22 23 24
10 11 12
17 18 19
How Did You Do?
13 14 15 16
20 21 22 23
25 26 27 28 24 25 26 For
27 each color a
28 29 30 .
width JULY
fingers
height NOVEMBER
M T W T F S S M T W T F S S Red Green Yellow
height 1 2 3 fingers
4 5 6 7 1 2 3
width
h 8 9 10 11 12 13 14 4 5 6 7 8 9 10 Two-Dimensional Shapes
15 16 17 18 19 20 21 11 12 13 14 15 16 17
84 eighty-four Unit 3 Measurement, Geometry and Data 85 and one difference between them.
4. Compare the shapes. Write one similarity
22 23 24 25 26 27 28 18 19 20 21 22 23 24
29 30 31 25 26 27 28 29 30
Shape Similarity Difference
04 PM2stU3.indd 84 Measure Using Your Body and Objects 3/23/16 3:18 PM 04 PM2stU3.indd 85 3/31/16 10:06 AM
2. Measure the height and width using a paper clip.

a.
a. b.
width
b.
height
c.
clips clips
Measurement, Geometry and Data ninety-five 95 96 ninety-six Unit 3
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7
Summary and Review Pages
• Test Study Summary and Review
Test 1 Study Page • Summary Name: Grade:
Unit 1: Patterns and Equalities

Repetitive
A summary and review of each unit
There are 6 on this There are 8 on this Patterns
side of the scale. side of the scale.
Patterns
pattern
that students can complete and glue
+4 pattern
Patterns
and Number
Sequences 0 4 8 12 16
into their notebooks before the final
So, the scale iss Test 1 Studynumber
Yes, because the
Pageof • Review
is not
Remove,
number sequence Unit 1
4 unit evaluation.
nott balanced.
balaanced. equal
equal. answer
Unit 1: Patterns and Equalities and
glue in
glue here
you
notebook r
. 3. Draw more or cross out the to make equalities.
1. Color the using the patterns.
Equality
a. pattern 2 and 2 a.
=
dd 2 to
If we add …the scale will be
this side… balanced.
8 + 6 = 14 =
Equalities and
glue here
Inequalities
b. pattern 1 , 1 and 2
b.
Inequality
glue here
=
8 does not equal 14
2. Identify the patterns and continue the sequences.
Pathway to Math © Richmond Publishing, S.A. de C.V., 2016
a. 14 17 20
01 PM2stTs1.indd 173
4. Write the numbers that balance the scales. 3/10/16 11:41 AM
glue here
a. b.
b. 0 9 18
43 35 + 28 − 25
c. 45 40 35
glue here
01 PM2stTs1.indd 174 3/10/16 11:41 AM
Glossary
Support Pages 2.1
Key Words Unit 1 2.3
Key Words Unit 3
decreasing – adj, becoming smaller in size, on – prep, used to indicate position in

amount, number, etc. contact with and supported by the top
• Glossary equal – adj, having the same mathematical

value
increasing – adj, becoming larger or greater
surface of something
side – n, a surface or line forming a border
or face of an object
in size, amount, number, etc. two-dimensional shape – n, a shape that
Illustrated glossary of both math and language pattern – n, the regular and repeated way in
which something happens or is done
has only two dimensions (such as length
and width)
under – prep, in or to a lower place than
Key Words Unit 2 something
vocabulary.
2.2
Cutouts vertex – n, the point where two lines meet to
estimate – v, to form a general idea about form an angle
the value, size or cost of something
Cutout 1 Key Words Unit 4
2.4
Use on page 73 (Unit 3).
• Cutouts adding in columns – phr, a strategy for

solving an addition without breaking down
any numbers
hundreds – n, the place value third from the compose – v, to form a number by adding
Images and texts to remove and glue into activities Laura Laura
right that represents groups of 100s
ones – n, the place value farthest to the
its parts
decompose – v, to separate a number into
right that represents 1s its parts
throughout the book. place value – n, the value assigned to a

digit within a number, based on its location
23
in that number
tens – n, the place value second from the
right that represents groups of 10s 20 + 3
• Stickers 148 one hundred forty-eight
Cutout 2
Images to remove and stick into activities

07 PM2stGlossary.indd 148 3/23/16 3:22 PM
throughout the book.
one hundred fifty-five 155

Stickers
08 PM2stCutouts.indd 155 3/23/16 3:27 PM
Sticker Set 3
a.
b.
Sticker Set 4
a.
b.
one hundred sixty-seven 167
09 PM2stStickers.indd 167 3/23/16 10:47 AM
8
Worksheets and Evaluations
• A separate book with photocopiable reinforcement and extension worksheets for each unit.
Unit 1 Pathway to Math 2 Unit 1 Pathway to Math 2
Reinforcement Worksheet 1 Extension Worksheet 1
Name: Class: Date: Name: Class: Date:
1. Color the shapes to complete the sequences.

1. If one is equal to 1, draw the blocks that balance the scales. Then, complete the
a. equalities or inequalities.
a. 22
blue yellow
+ = 22
b.
green red
2. Mark the characteristic that defines the pattern for each sequence with an .
b. 30
a. color
shape
size + = 30
b. color
shape
size
3. Complete the sequences. c. 45
a.
+ = 45
b.
© Richmond Publishing, S.A. de C.V., 2016 © Richmond Publishing, S.A. de C.V., 2016
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• A choice of two evaluations per unit. Each item is based on a • The exam strategies section gives
learning objective, a specific skill and content from the Student’s students useful advice on how to
Book, which guarantees the validity of the evaluations. answer exam questions.
Pathway to Math 2 Unit 1 Test A Pathway to Math 2
Test A
Exam Strategies
Unit 1 Evaluation
4 Look at the repetitive pattern. Look and Learn
Read the instructions.
Mark the correct answer with an . They will tell you how to
Name: Class: Date:
answer the question.
Which sequence follows the pattern?
Mark the correct answers with an . 1 What is the value of to balance the scale?
A. The question is related
to the picture. Analyze
1 What is most important in the pattern? B. it before you answer.
5 Which shape goes in to complete the sequence? 22 28
A.
A. Size A 6
Look for the correct answer.
B. Shape B.
B 8 Mark the answer with an .
Look at the sequence and answer questions 2 and 3. 6 Which sequence uses only these two animals?
Your Turn!
A.
Mark the correct answer with an .
2 What is the pattern for the sequence?
B.
A. 2 and 1 2 What is the pattern of the sequence?
B. 2 and 2 7 What is the correct pattern for the number sequence?
3 Which shape continues the sequence?
A. A Add .
B. 2 4 6 B Add .
A. Add 2
B. Add 3
© Richmond Publishing, S.A. de C.V., 2016 © Richmond Publishing, S.A. de C.V., 2016 32 thirty-two Unit 1
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Digital Book
The Digital Book is a digital version of the Student’s Book.
9
Table of Contents
Unit Section 1 Section 2
pages 8–35
Patterns Equalities and Inequalities
1
• Repetitive Patterns • Equalities
• Number Patterns • Inequalities
p. 10 • Equalities and Inequalities
p. 22
Patterns and
Equalities Quiz Yourself Quiz Yourself
p. 19 p. 31
pages 36–69
Numbers Up To 100 Comparing and Putting Numbers in Order

• Ones, Tens and Hundreds • Comparing and Putting Numbers with Different Tens Place Value
2 • Reading and Writing Numbers Up To 100
• Representing Numbers According to Their Place Value
in Order
• Comparing and Putting Numbers with the Same Tens Place Value
in Order
p. 38 • Estimating Quantities
Numbers Up To
p. 52
100
Quiz Yourself Quiz Yourself
p. 49 p. 57
pages 70–97
Location, Time and Measurement Two-Dimensional Shapes

• Position of Objects and People • Two-Dimensional Shapes
3 • Days, Months and Dates on a Calendar

• Measuring with Your Body and Objects
p. 72
• Comparing Two-Dimensional Shapes
• Making Two-Dimensional Shapes
p. 78
Measurement,
Geometry and Quiz Yourself
Data p. 83
pages 98–121
Numbers Up To 1,000 Addition and Subtraction

• Reading and Writing Numbers Up To 1,000 • Strategies to Solve Addition Operations
4 • Counting by 100s Up To 1,000
• Hundreds and Thousands
• Place Value
• Strategies to Solve Subtraction Operations
• Word Problems with Addition and Subtraction
p. 112
Numbers and p. 100
Operations Up Quiz Yourself
To 1,000 p. 109
pages 122–147
Math Strategies Representing Multiplication

• Counting by 2s • Groups with Equal Numbers of Objects
5 • Counting by 5s
• Counting by 10s
p. 124
• Multiplication as Repeated Addition
p. 130
Multiplication
and Number
Quiz Yourself Quiz Yourself
Sequences
p. 129 p. 135
10
Pathway to Math 2
Section 3 Exam Strategies Evaluations Summary and Review
Understanding What Do You Know? Test 1 Study Page

the structure of Initial Evaluation
multiple-choice p. 9
questions Let’s Check!
p. 32 Intermediate Evaluation
p. 20
What Did You Learn?
Final Evaluation
p. 33
Math Strategies Understanding What Do You Know? Test 2 Study Page

• Counting from One Addend multiple-choice p. 37
• Counting Backward questions
• Numbered Tape Let’s Check!
• Counting
p. 58 p. 50
What Did You Learn?
Final Evaluation
p. 67
Data Understanding What Do You Know? Test 3 Study Page

• Collecting Data p. 71
multiple-choice
• Interpreting Data in a Table
• Recording Data in Block Charts
p. 86
p. 84
What Did You Learn?
Final Evaluation
p. 95
Understanding What Do You Know? Test 4 Study Page

multiple-choice p. 99
p. 110
What Did You Learn?
Final Evaluation
p. 119
Number Sequences Understanding What Do You Know? Test 5 Study Page
• Representing Number Sequences the structure of Initial Evaluation
• Continuing Number Sequences multiple-choice p. 123
• Completing Number Sequences questions Let’s Check!
p. 138 p. 144 Intermediate Evaluation
p. 136
What Did You Learn?
Final Evaluation
p. 145
Glossary Cutouts Stickers
p. 148 p. 155 p. 165
11
Unit Vocabulary
nouns: bee, block, characteristic,

Unit 1
Patterns
charger, clap, die (dice), equality,
eraser, floor, kennel, marble,
needle, pattern, scale, sea shell,
Key Words
and Equalities
sequence, shelf, spool of thread,
stomp, straw, tower, value pattern
verbs: add, build, continue,
decrease, define, fit, identify,
increase, plan, remove, represent,
trace
2 4 6 8 shelf 1 shelf 2
adjectives: balanced, correct,
equal, unequal
increasing
1 2 3
Setting Off
decreasing
Put students into small groups
and ask them to look at the 3 2 1
picture. Ask questions, such as:
Who are the people in the picture?
Where are they? What are they equal
doing?
Have each group make a list of 15 15
three things that are similar to
their school and three things
that are different. When students
are ready, discuss ideas as a
whole class. In this unit you will learn to:
• recognize, describe and create repetitive patterns to continue sequences.
• recognize, describe and create number patterns to continue number sequences.
• recognize, describe and create equalities and inequalities using words, pictures
and symbols.
• do your work in a clear and organized way.
• solve math problems in flexible and creative ways.
8 eight Unit 1
12 Unit 1
Answer Key and Teaching Notes Pathway to Math 2
Initial Evaluation
Test students’ previous knowledge

of patterns in activities 1-3.
Ask students to continue the
Look at the picture and answer. sequences of books on shelves 1
and 2.
1. How many books are on each shelf?
shelf 1 5
Language Focus
shelf 2 3 Have a student read what Kiki the

cat is saying. Then have a class
2. How many books do you need to add
2 discussion about the importance
to shelf 2 to make the shelves equal? of books.
Draw them.
You add 2
3. Look at the colors of the books. Color the

3
books that go next on each shelf.
shelf 1
shelf 2
Why are books

important?
Patterns and Equalities nine 9
Notes
Patterns and Equalities 13

Section
1 Patterns
Organization Repetitive Patterns
UNIT 1: Let’s Connect
Section 1: Patterns
• Repetitive Patterns
• Number Patterns
clap clap clap
Clarifying Concepts
This unit will help students

stomp
recognize and use patterns.
Patterns are all around us and
being able to identify them can
• Put Tom‘s claps and stomps in order using Sticker Set 1 on page 165.
improve students’ logic and
problem-solving skills.
Stickers
To answer the first question, ask • How many times does Tom clap before stomping? 2 Challenge
students to use Sticker Set 1 on
You can use patterns
page 165. • How many times does Tom stomp before clapping again? 1 to make beats and
music. Can you clap
and stomp a beat with
• What should Tom do after the last clap? Circle. your class?
Lead In
Ask students to stand up and

repeat Tom’s pattern. Encourage
them to use the same rhythm
10 ten Unit 1
and repeat the pattern several
times. This activity is fun, gets
students moving and helps
their coordination. Try changing
the pattern or adding different
elements, such as snapping
fingers or making sounds.
14 Unit 1
Possible Difficulty
Recognize, describe and create repetitive patterns
Let’s Learn To help students recognize a wide

variety of patterns, it is a good
idea to practice making patterns
A pattern is a rule that makes a sequence of elements, shapes or sounds. It is defined in different contexts and with
by a certain characteristic, for example, color, shape or size. different elements. For example,
patterns in a sequence of toys,
pattern 2 and 1 students, objects in a classroom,
sounds, images, etc.
Let’s Practice
1. Look at each sequence of shapes. Mark the characteristics that define each pattern with a .
Math Skills
Follow the example. Understand
Have students compare their

answers to activity 1 in pairs. Then,
color shape size
after reviewing the correct answers,
ask them to say why the other
characteristics do not apply to the
a. color shape size sequences.
color shape size

b.
c. color shape size
Patterns and Equalities eleven 11
Notes

Section 1 / Patterns
2. Write the pattern for each sequence. Interpret
a.
pattern 2 and 2
b.
Teacher Tip
pattern 1 , 2 and 1
Try representing the sequences
in activity 3 with sounds before
working with the graphic
3. Circle the instrument that goes next in each sequence. Interpret
representations.
a.
In 5 Minutes
As a whole group, ask students

to identify the pattern for
each sequence in activity 3 recorder guitar tambourine
(first sequence: tambourine,
tambourine, recorder, guitar, b.
recorder; second sequence:
trumpet, triangle, trumpet,
maracas, harp).
Then have students continue
each sequence, so they can name
at least the next three objects
that follow (first sequence: harp trumpet maracas triangle
guitar, recorder, tambourine;
second sequence: maracas, harp, 12 twelve Unit 1
trumpet).
16 Unit 1
Teacher Tip
Recognize, describe and create repetitive patterns
Before working with geometric

4. Continue the sequences with Sticker Set 2 on page 165. Apply patterns on paper, try using
objects, for example, you can use
blocks or mosaics.
a.
Stickers
b. To answer activities 4 and 5,

ask students to use Sticker Set
2 on page 165 to complete the
sequences and Sticker Set 3 on
page 167 to create and make
c. sequences.
5. Use Sticker Set 3 on page 167 to make your own patterns. Create the sequences. Create
Answers will vary. Example: Worksheet
a. pattern 2 and 2
Students can review material
seen so far with Reinforcement
Worksheet 1.
In 5 Minutes
b. pattern 1 , 1 and 2
and have them use objects, such
as pencils and erasers or different
colored blocks, to form different
sequences. Have groups exchange
their sequences and work out the
patterns.
Patterns and Equalities thirteen 13
Notes

Language Focus Section 1 / Patterns
It is important that students

understand math concepts and Number Patterns
that they have the language to
be able to explain them. Check Let’s Connect
that students understand the
Claire is making a tower using blocks.
concepts involved in patterns and
teach important vocabulary, such step 1 step 2 step 3 step 4
as, increasing and decreasing,
moving forward and backward and
adding and removing.
Teacher Tip
For the Number Patterns section,

using unifix or stackable blocks • How many blocks does each tower have?
will be helpful. The blocks allow
students to represent sequences 2 4 6 8
and determine the patterns that
generate them. step 1 step 2 step 3 step 4
• Does she add or remove blocks in each step? Circle.
In 5 Minutes add remove
Review students’ answers as a • How many blocks did Claire add to the tower in step 2? 2
group and ask them how many
blocks steps 5 and 6 would have. Remember, when you add,
Where appropriate, focus on • How many did she add in step 3? 2 you sum, and when you
students that had difficulty with remove, you subtract.
the activities on pages 10 to 13
of the Student’s Book. Put these • Does she always add the same number of blocks? Circle.
students in pairs to help them to
solve the activities.
yes no
14 fourteen Unit 1
18 Unit 1
Developing Skills
Focus on the Let’s Learn section

Let’s Learn
with students and review
increasing and decreasing number
A number pattern is a rule that makes a group of
Did You Know...?
patterns and sequences.
Number sequences are
a big part of nature, too.
number sequence.
2 4 6 8 number
sequence If the pattern is “add
number 2,” you can also write
add 2 add 2 add 2 it as “+ 2.”
pattern
Number sequences can be:
Let’s Practice
1. Mark the correct pattern for each sequence with a . Understand
a. b. In 5 Minutes

activity 1, have them represent
each sequence with numbers. Then,
remove remove if they do not have problems with
this activity, have them identify
add add what the pattern would be if they
started with the last shape in each
remove add sequence and finished with the
first (add one block for sequence
Patterns and Equalities fifteen 15 a, and remove two blocks for
sequence b).
Notes

2. Identify the patterns. Continue the sequences using Sticker Set 4 on page 167. Understand
Stickers
a.

b.
3. Continue the sequences. Circle the numbers that represent the that go in . Analyze
a.
1
2
In 5 Minutes 3
As a whole group, ask students b.

how many blocks are needed to 12
continue the sequence in activity
3 b for two more steps (18 and 15
21). Then ask if it is possible to 18
continue the sequence in 3 a,
and promote a discussion (it is
not possible, since two blocks are
removed in each step and there is 16 sixteen Unit 1
only one block left).
20 Unit 1
Possible Difficulty
Students have to use numbers

4. The bee wants to fly to the flower. Use an “add 3” pattern to color the path the bee should instead of images in activity 4, so
take. Apply review the activity with them and
check that they understand that
+3
they need to use an increasing
count by 3.
1 6
3 Language Focus
9
9 Put students into small groups
4 7 and have them talk about how they
solved activity 4. In this activity,
11 students develop language and
math skills simultaneously.
10
8 6 14
16 In 5 Minutes
11 14 13
Activity 5 can be used to check
which students have difficulties
with number patterns. After
5. Circle the pattern for each sequence. Analyze reviewing answers, have students
write the three numbers that
a. 1 6 11 16 21 add 3 add 5 subtract 5 continue each sequence (first
sequence: 26, 31, 36; second
sequence: 7, 6, 5; third sequence:
32, 34, 36).
b. 12 11 10 9 8 add 1 subtract 1 subtract 5
Then review answers as a whole
class, and allow students to help
each other to understand any
c. 22 24
2 26 28 30 add 2 add 3 subtract 2 problem areas.
Patterns and Equalities seventeen 17
Notes

Possible Difficulty
Students may have difficulties

with the activities in this section 6. Write the patterns and continue the number sequences. Apply
because they involve numbers.
Therefore, allow them to work
with objects to represent each +2
sequence and find the patterns.
a. 1 3 5 7 9 11
−3
b. 15 12 9 6 3 0
−4
c. 38 34 30 26 22 18
7. Color the number that does not fit the pattern for each number sequence. Analyze
In 5 Minutes
a. 2 4 6 8 9 10
Put students into small groups.
Have each group say a number
and an increasing pattern (for
example, 7 and + 4), and another
group must make a sequence of
b. 1 5 9 13 17 18
six numbers using the pattern.
Students check their answers
together.
Then repeat the activity with
decreasing patterns, but help c. 22 20 18 17 16 14
students to choose an initial
number big enough so they
can create patterns with all six 18 eighteen Unit 1
numbers.
22 Unit 1
8. Create an increasing number sequence and a decreasing number sequence that follow a
pattern. Start with any number. Apply
Answers will vary. Example:
a. increasing pattern +4
Worksheet
13 17 21 25 29 33
Students can review content from
this section with Reinforcement
b. decreasing pattern −5 Worksheet 2.
81 76 71 66 61 56
Developing Skills
Quiz Yourself Tell students that the Quiz Yourself

section is an opportunity to see if
Look at the picture. Read
d the word problem and answer. they have achieved the learning
objectives proposed in Section 1.
Mike follows a pattern to make a tower. He has
15 blocks to make the tower.wer. The tower will have
5 floors. The first floor hass 5 blocks and the last
attern will Mike use to
floor has 1 block. What pattern In 5 Minutes
make his tower?
Mike will add one block less to each level. Write some sequences, each with
an error, on the board. Then have
students identify the pattern and
the error, and give the correct
sequence. For example:
You can use 9, 15, 21, 25, 33 (the pattern is
blocks to make
the tower in class.
+ 6, the incorrect number is 25 and
the correct sequence is 9, 15, 21,
27, 33)
48, 43, 34, 27, 20 (the pattern is
−7, the incorrect number is 43 and
Patterns and Equalities nineteen 19 the correct sequence is 48, 41, 34,
27, 20)
Notes

w
Let’s Check!
Repetitive Patterns
1. Write the pattern for each sequence.

Evaluation Part 1
a.
Consider this part successfully
completed if students describe
both patterns correctly.
Extra Support 2 and 2
Practice identifying repetitive
patterns in different contexts
(shapes, sounds, locations, size, b.
etc.).
1 and
a 2
Stickers
2. Find the patterns. Continue each shape sequence with Sticker Set 5 on
page 169.
a.
Evaluation Part 2
Consider this part successfully b.

completed if students complete
two of the three patterns
correctly.
Extra Support c.
Identify if the error is in finding
the pattern or completing the
sequence and help students 20 twenty Unit 1
correct it.
24 Unit 1
w
Unit 1
Evaluation Part 3

Number Patterns completed if students recognize
the two patterns correctly.
3. Circle the pattern for each number sequence.
Extra Support
Practice sequences generated by
a. 14 12 10 8 6 add 1 add 2 subtract 2 addition or subtraction patterns
using objects.
b. 21 22 23 24 25 add 1 add 2 subtract 1
4. Write the patterns. Continue the number sequences.

Evaluation Part 4

a. completed if students recognize
+3
and complete the two patterns
correctly.
7 10 13 16 19 22 Extra Support
Identify the error in recognizing
b. −5 sequence and then correct it.
30 25 20 15 10 5
How Did You Do?
How Did You Do? Next to each Let’s Check! question

there are two frog faces. If
For each color a .
students answer successfully, they
color the ; if not, they color
the . Then tell students to go
Patterns and Equalities twenty-one 21 to the How Did You Do? section
and color the number of lily pads
that correspond to their .
Notes

Section
2 Equalities and Inequalities

Organization
Equalities
Let’s Connect
UNIT 1:
Patterns and Equalities Ryan is planning his birthday party. Does he have a straw for every cup?
Section 2: Equalities and Inequalities
• Equalities
• Inequalities
• Equalities and Inequalities
Developing Skills • Match each cup with a straw. Are there any straws or cups left? Yes No
• Are the numbers of straws and cups equal? Why?

In the Let’s Connect section,
students can visualize how Yes No , because there are 12 straws and 12 cups.
equalities work in a situation that
may occur in their lives. • Trace the correct answer.
equal to
The number of straws is the number of cups.
not equal to
Let’s Learn
If you compare the number of objects in two groups, you can check if the two groups have an
Lead In equal number of objects. For example, the number of cats is equal to the number of milk bowls.
Ask students to give some

examples of situations in which 4 is equal to 4.
they compare two groups of 4=4
objects. For example, to decide
if there are enough candies for a
group of friends, or if there are
enough party hats for everyone at 22 twenty-two Unit 1
a birthday celebration.
26 Unit 1
Recognize equalities using words, pictures and symbols
Let’s Practice
1. Match and mark your answers with a . Apply

a. Is the number of needles equal to the number of spools of thread?
Yes
No
b. Is the number of toothbrushes equal to the number of tubes of toothpaste?
Yes
No
2. Draw what is missing to make the sentences true. Analyze

a. The number of children is equal to the number of apples.
In 5 Minutes
Group students into teams. Each

team should write an example
b. The number of erasers is equal to the number of pens. of two groups of objects with
equal numbers and two groups of
objects with unequal numbers. Ask
teams to exchange their examples
and identify which one represents
groups with an equal number
of objects and which represents
Patterns and Equalities twenty-three 23 groups with an unequal number,
explaining their answers.
Notes

Teacher Tip Section 2 / Equalities and Inequalities
Use different numbers of

real objects to help students
understand the concepts from this
Inequalities
lesson. Let’s Connect
Teacher Tip
Give students some practical

ideas on how to compare two
groups, such as crossing out one
object at a time from each group,
or matching pairs using lines,
cell phones chargers
such as in the Let’s Connect
section. • Match each cell phone with a charger. Are there any cell phones or chargers left? Yes No
• Is the number of cell phones and chargers equal? Explain.
Yes No , because there are 6 cell phones and 7 chargers.
• Trace the correct answer.
is equal to
The number of cell phones the number of chargers.
is not equal to
Let’s Learn
Two groups do not have an equal number of objects if there are objects left over when you
try to match them.
The number of dogs is not equal to the number of kennels.
2 is not equal to 4. 2 is less than 4.
24 twenty-four Unit 1
28 Unit 1
Education through Values

Recognize inequalities using words, pictures and symbols
Let’s Practice Remind students to work together

and respect their classmates
1. Compare the dice. Trace the correct answers. Apply when doing the Challenge.
equal to Challenge
a. is
not equal to Have your partner roll
two dice and add the
numbers. You now have
equal to three chances to roll your
b. is partner’s number. You
not equal to may choose to roll one
or both of the dice each
turn.
2. Draw the missing marbles to make the sentences true. Analyze Answers will vary.
Answer Key
a. The number of marbles in Jar 1 is less than the number of marbles in Jar 2.
Answers for activity 2 will vary, but
check that the number of marbles
drawn in a, are greater than 11,
Jar 1 Jar 2
and in b, are less than 16.
b. The number of marbles in Jar 1 is greater than the number of marbles in Jar 2.
Language Focus
Jar 1 Jar 2 Put students into small groups and

have them talk about recycling.
What do students recycle? What
else could they recycle? Does it
really make any difference?

Recycling helps protect our planet. Remember to recycle as much as you can!
Worksheet
Students can review the content

Patterns and Equalities twenty-five 25 of this section with Extension
Worksheet 2.
Notes

Section 2 / Equalities and Inequalities
Equalities and Inequalities

Let’s Connect
• How many are on each of the
scale’s pans? Complete.
8
pan
blocks
14
scale
Fun Fact!
A scale is a symbol for
justice and fairness,
especially in courts of
law. Why do you think
that is?
• Which scale corresponds to the picture with the boy? Circle.
In 5 Minutes
balanced imbalanced
Students can make their own
scale using two plastic bags and • Look at the picture with the boy. Why do you think the right side of the scale is lower?
a length of string. Put students into Answers will vary, but they should explain that there are different, and unequal, numbers
pairs and have them tie a plastic
bag to each end of the string. of blocks on each side of the scale.
Then have students put the string
over the back of a chair, so that • What could you do to the left side to balance the scale? And to the right side?
the bags are hanging on different Answers will vary, but they should explain that both sides must have an equal number of
sides of the chair. Students can
add or remove identical objects blocks, and that some blocks need to be added or removed to balance the scale.
to the plastic bags to understand
the concepts of balanced and 26 twenty-six Unit 1
imbalanced.
30 Unit 1
Teacher Tip
Recognize, describe and create equalities and inequalities
Have students use objects to

Let’s Learn represent the examples in the Let’s
Learn section.
An equality is a relationship between two quantities that are the
same. It can be represented by a balanced scale.
When discussing the topic of equality,

tell students that equality also means
8 + 6 is equal to 14 that everyone has the same rights.
8 + 6 = 14 Children’s rights are protected by
14 = 14 law and include four fundamental
principles:
1. Non-discrimination All rights
apply to all children without
Challenge exception. The state has an
An inequality is a relationship between two quantities that are obligation to protect children from
Make a scale with
not the same. It can be represented by an imbalanced scale. any form of discrimination.
a ruler and an
eraser or ball. 2. The child’s best interest The
Practice balancing
determining factor in all actions
each side with
blocks or other dealing with any child should
toys. be his or her best interest. In all
8 does not equal 14 cases, the best interests of the
child take precedence over the
interests of the adults concerned
(e.g. parents, teachers, guardians).
3. The rights to life, survival and
development The right of the child
to life is inherent, and it is the
state’s obligation to ensure the
child’s survival and development.
Education through
g Values 4. Respect for the views of the child
Equality is more than just a math concept. All people are equal The child has the right to express
and share the same rights. an opinion and to have that
opinion taken into account in any
27
matter affecting him or her.
Patterns and Equalities twenty-seven
Source: www.unicef.org
Notes

Teacher Tip Section 2 / Equalities and Inequalities
To represent and check the

answers to the activities in the
Let’s Practice section, show Let’s Practice
students how to use a scale and
let them practice using it. 1. Mark the scale that represents equality with a and the scale that represents inequality
with an . Recognize
Stickers 2. Use Sticker Set 6 on page 169 to represent balance and imbalance. Exemplify
Answers will vary. Example:
To answer activity 2, have
students use Sticker Set 6 on a.
page 169.
b.
In 5 Minutes
Allow students to compare their

answers in activity 2 and, as a
whole class, comment on why 28 twenty-eight Unit 1
different answers can be correct.
32 Unit 1
Teacher Tip
Recognize, describe and create equalities and inequalities
Check activities 3 and 4 with

a scale or stackable blocks to
3. Write the number of that you need to add to the red pans to balance the scales. Analyze
represent the quantities.
a. b.
Possible Difficulty
Activities 3 and 4 can be confusing,

since they are alike, but students
must add in one and subtract in
the other to balance the scales.
Therefore, guide students through
the process step-by-step, paying
attention to any problems and
difficulties they might have.
Add 4 . Add 6 .
4. Write the number of that you need to subtract from the green pans to balance the
scales. Analyze
a. b.
Subtract 4 . Subtract 5 .
twenty-nine 29
29
Notes

Stickers Section 2 / Equalities and Inequalities
To answer activity 5, ask students

to use Sticker Set 7 on page 169 5. Go to Sticker Set 7 on page 169. Use the key to help you make the scales equal. Analyze
and put the dots on the pans of
the scales so they are balanced. 24 5 7 10
a.
plus is equal to 15
15
5 + 10 = 15
In 5 Minutes
b.
Tell students that communicating
with color patterns is not minus is equal to 14
something that applies just to
math. Give examples, like the 14 − =
24 10 14
use of traffic lights, and the
meanings of each of their colors.
To check students’ comprehension
of patterns in general, have them
solve the challenge.
Have students decipher the secret c.
code to find the hidden words
using the key: minus is equal to 17
a e i o u 17
1 2 3 4 5 24 − 7 = 17
Secret Code Word

m4th2r mother
b21r bear
2q51l equal
30 thirty Unit 1
h13r hair
34 Unit 1
Teacher Tip
Recognize describe and create equalities and inequalities
Discuss the answers for activity

6. Complete each equality. Analyze 6 as a whole class. Then ask
students to solve similar problems,
especially using the same numbers
a. 4 + 4 =8 d. 45 − 5 = 40 but different operations. For
example:
b. 21 + 4 = 25 e. 28 − 10 = 18 8 + (5) = 13 and 13 − (5) = 8
12 + (9) = 21 and 21 − (9) = 12
c. 6 + 12 = 18 f. 35 − 20 = 15
Answer Key
Quiz Yourself
Look at the equality and decide if it is correct or incorrect. Circle and explain Tell students that their
your answer. explanations for the Quiz Yourself
section can include diagrams and
drawings.
• 18 + 5 = 20 + 6 correct incorrect
explain 18 + 5 = 23 and 20 + 6 = 26, and 23 is not equal to 26.
• 30 + 8 = 44 – 6 correct incorrect
explain 30 + 8 = 38 and 44 − 6 = 38.

Always think and
reflect before writing
your answer.
Worksheet
Students can review the content

Patterns and Equalities thirty-one 31 of this section with Extension
Worksheet 1.
Notes

Teacher Tip
Students should look at the Exam Strategies

structure of the question in the Look and Learn
Look and Learn section. Then
Read the instructions.
have them propose a solution for They will tell you how to
the Your Turn! section. answer the question.
1 What is the value of to balance the scale?

The question is related
to the picture. Analyze
it before you answer.
22 28
A 6
Look for the correct answer.
B 8 Mark the answer with an .
Your Turn!
2 What is the pattern of the sequence?
A Add .
B Add .
32 thirty-two Unit 1
36 Unit 1
Unit 1
What Did You Learn? Final Evaluation
Repetitive Patterns
1. Find the patterns. Use colored pencils to continue the sequences.

Evaluation Part 1
a.
completed if students answer two
b. out of three sequences correctly.
Extra Support
c. Identify if the error is in finding
sequence. Then correct it.
Number Patterns
2. Write the pattern for each number sequence. Continue the sequences.
Evaluation Part 2
+2
a. 23 25 27 29 31 33 completed if students answer two
out of three sequences correctly.
Extra Support
+7 Identify if the error is in finding
sequence. Then correct it.
b. 10 17 24 31 38 45
If the error persists, reinforce this
content by forming sequences
according to an established
−3 pattern or by finding the pattern
that completes a sequence.
c. 24 21 18 15 12 9
Patterns and Equalities thirty-three 33
Notes

What Did You Learn?
3. Create a number sequence with a pattern.

Evaluation Part 3 Answers will vary. Example:
+9
the sequence correctly. 12 21 30 39 48 57
Extra Support
Identify if the error is in finding Equalities and Inequalities
sequence. Once the error has 4. Draw the needed to balance each scale.
been located, correct the exercise.
a. b.
Evaluation Part 4

completed if students draw the
number of that will balance the
scales.
Extra Support
Cross out the circles to check how
many are on each side.
Evaluation Part 5 5. Write the number that balances each scale.
a. b.
completed if students answer the 13 + 6 25 − 7
19 18
two activities correctly.
Extra Support
Have students check the activities
using a scale.
34 thirty-four Unit 1
38 Unit 1
Evaluation Part 6
Unit 1

Mark the correct answer with an . completed if students answer the
question correctly.
Use this number sequence to answer questions 6 and 7. Extra Support
Represent the sequence with
6 9 12 15 18 objects and follow the pattern to
check if it corresponds to the next
number in the sequence.
6. What is the pattern for the sequence?
A Add 2
B Add 3 Evaluation Part 7
7. Which number continues the number sequence? Consider this part successfully
completed if students answer the
question correctly.
A 20
Extra Support
B 21 Write the number sequence on the
board.
8. What is the missing number in the equality?
33 + = 38
Evaluation Part 8
A 5 Find T Consider this part successfully

est 1
Study completed if students answer the
B 6 question correctly.
Page
Extra Support
How Did You Do? Represent the quantity with
objects, then count and add
For each color a . elements until you get to 38.
How Did You Do?

Patterns and Equalities thirty-five 35
Next to each Let’s Check! question
to the How Did You Do? section

Unit Summary
Language Focus
Have students read the cartoon

Test 1 Study Page • Summary
with a partner, which helps
Unit 1: Patterns and Equalities
develop communication and
language skills, incorporating
There are 6 on this There are 8 on this
math terms into daily language.
side of the scale. side of the scale.
Yes, because the

So, the scale is number of is not
not balanced. equal.
If we add 2 to …the scale will be

this side… balanced.
40 Unit 1
Clarifying Concepts
Name: Grade:
The concepts involved in this
summary are:
Repetitive – Repetitive patterns
Patterns – Number patterns and sequences
pattern – Equality
Patterns – Inequality
+4 pattern
Patterns
and Number
number sequence
Equality
=
8 + 6 = 14
Equalities and
Inequalities
Inequality
8 does not equal 14

Unit Review
Teacher Tip
You can represent these activities

Test 1 Study Page • Review Remov
e,
with objects to help students answe
r and
Unit 1: Patterns and Equalities glue in
understand better. your
notebo
ok.
1. Color the using the patterns.
Possible Difficulty a. pattern 2 and 2
If students have difficulties

with these activities, review
the Learning sections from the
following pages in the Student’s
Book.
Question 1: page 11
Question 2: page 15
b. pattern 1 ,1 and 2
2. Identify the patterns and continue the sequences.
a. 14 17 20 23 26
b. 0 9 18 27 36
c. 45 40 35 30 25
42 Unit 1
Possible Difficulty
Unit 1
4
If students have difficulties
with these activities, review
the Learning sections from the
glue here
following pages in the Student’s
3. Draw more or cross out the to make equalities. Book.
Answers will vary. Question 3: pages 22 and 24
a. Question 4: page 27
glue here
b.
glue here
=
4. Write the numbers that balance the scales.

glue here
a. b.
43 35 + 8 28 − 3 25
glue here

Unit Vocabulary
nouns: addend, block, board,

Unit 2
button, can, cardboard, chick,
digit, exception, gift, glass,
hyphen, ice-cream stick, jar, juice Numbers Up To 100
box, least, marble, minuend, barn
barn
ba n
Key Words cow
most, muffin, place value,
referent, subtrahend, sum, tape, place value
28
teenager, tray, wood
tens ones
verbs: compare, compose,
decompose, decorate, estimate,
ones
recycle, resolve, switch
dog
adjectives: flexible, greater
adverbs: backward, forward tens
10
Language Focus
hundreds
As a whole class, make a chart
with the names of different duck
animals in Spanish and English.

You can divide the animals into
categories, for example, farmyard estimate
trough
animals, pets, etc. Then put the
chart on the wall. hen chick
duckling

Setting Off
• identify hundreds and the place value of digits.
Analyze the picture with students. • compose and decompose numbers up to 100.
• compare and put numbers up to 100 in order.
Begin by asking them who they
• estimate quantities up to 100 using a referent.
think the little girl is and by
• count forward and backward, and use mental math strategies.
talking to students about looking
after animals. Find out how many
students have pets and what kind
of animals they are. Then discuss 36 thirty-six Unit 2
why we keep pets and how we

should look after them.
44 Unit 2
Initial Evaluation
In the What Do You Know? section,

What Do You Know?
0
Initial Evaluation students are tested on grouping
and counting up to twenty. It is
Look at the picture and answer. important to remind students
sheep of the concepts of ones and
1. Write how many animals there are in the
tens, which will help them when
picture.
grouping by 10s.
5 8
Stickers
15 20

2 3
Students should stick the animals
2. Which group has the most animals? in increasing order, according to
The group of chicks has the most animals. the numbers of animals shown in
the picture.
cat 3. Use Sticker Set 8 on page 171. Put the
animals in order from least to most.
Teacher Tip
4. Circle the chicks in groups of 10. Remind students that they can
use different counting strategies,
5. How many tens (10s) of chicks are there?
such as crossing out the animals
There are 2 tens (10s) of chicks. as they count, so that they do not
repeat an animal when counting.
Word Focus
Least means the smallest number
of something, and most means the Language Focus
largest number of something.
Direct students’ attention to

Numbers Up To 100 thirty-seven 37 the Word Focus section and
check that they understand the
meanings of least and most by
asking for examples from other
Notes categories. For example, ask
students, What is your least
favorite subject? or What is the
most candies you have eaten?
Numbers Up To 100 45
Section
1 Numbers Up To 100
Organization Ones, Tens and Hundreds
Numbers Up To 100
Section 1: Numbers Up To 100 David is packing jars into boxes for recycling.
Hmmm... that means
• Ones, Tens and Hundreds 10 jars fit in one box. I have 34 jars.
• Reading and Writing Numbers Up To 100
• Representing Numbers According to
Their Place Value
• How many tens (10s) and ones (1s) did David separate the 34 jars into?
Teacher Tip
3 tens (10s) and 4 ones (1s)
Have students cut out two

If David saves these jars in total:
different-sized pieces of paper to
represent ones and tens. Students
can then use the pieces of paper
as a concrete aid to help them
when grouping.
Math Skills
• How many boxes will he need? Circle the jars in tens.
the activities, ask them what is 10 boxes.
easier, to count all the jars by Remember!
ones or by tens? Students should • How many jars will not be in a box? 1s are represented by 1 object and
conclude that grouping by tens is 10s are represented by 10 objects.
an easier way to count a big group 0 jars.
of objects.
38 thirthy-eight Unit 2
Lead In
Draw some groups of objects on

the board and ask students to
circle them in tens. Allow several
students to circle tens, and others
to check the answers.
46 Unit 2
Clarifying Concepts
Identify ones, tens and hundreds
Let’s Learn In the Let’s Learn section, give

students the opportunity to make
100 10 1 a diagram or model to help them
visualize ones, tens and hundreds.
hundreds tens ones
1 hundred equals
equa 10 tens l 10 ones
1 ten equals
1 hundred equals 100 ones
Answer Key
Let’s Practice
Did You Know...? Activity 1 has various answers.
1. Complete the activity. Identify The 25 ones that are colored
Ones (O) are related to the number can be part of the tens that are
a. Color 25 ones. one (1). Tens (T) are related to the number
circled. Tell students that they can
ten (10) and hundreds (H) are related to
the number one hundred (100). write numbers below each group
b. Circle 7 tens. they circle to help them keep track
Answers will vary.
of how many they have circled.
In 5 Minutes
Ask students how many tens they

can circle in the 25 colored ones
(2). The idea is that students
start to understand the idea of
Numbers Up To 100 thirty-nine 39 decomposing numbers, even if
that topic will be seen later.
Notes
Language Focus
Demonstrate to students the

difference in pronunciation Reading and Writing Numbers Up To 100
between the “teens” 13, 14, 15, Let’s Connect
etc. and 30, 40, 50, etc.
8 42
eight
12 forty-two
twelve
Teacher Tip
As a whole class, make a chart

17
seventeen
with the names of all the numbers
up to 100. The chart can be put on
the wall, but remember to hide it
• How are the word forms of the numbers on the board different?
when students have to write the The first and second numbers are written in one word, the Word Focus
names of the numbers. third one with “teen” and the last one with a hyphen. .
Word form refers to a
Answers will vary. number written with
• Give an example of a number that is written like 42 using a hyphen. letters.
Example: 5 = five (word
Language Focus The number 35 is written thirty-five . form)
• Give an example of a number that is written like 17 using “teen.”

Put students into small groups Answers will vary.
and have them count together up The number 16 is written sixteen .
to one hundred. Then as a whole
class, model the pronunciation Let’s Learn
of numbers up to 100 and have
students practice. Numbers from one to twenty are written with one word.
6 six 8 eight
Numbers from 13 to 19 are written with a “teen” at the end.
14 fourteen 19 nineteen
Numbers from 21 are written using two words separated by a hyphen (-).
21 twenty-one 98 ninety-eight
Thirty, forty, fifty, sixty, seventy, eighty and ninety are exceptions.
40 forty Unit 2
48 Unit 2
Let’s Practice
1. Match each number with its word form. Relate
a. 18 two
Challenge
classmate how old he or
b. 88 eighty-eight she is. On an index card,
c. 11 eighteen Decorate it. Give it to
d. 2 eleven
2. Match each number in word form with the correct number. Relate
a. ten 15 Fun Fact!

Young people between
the ages of 13 and 19 are
b. ninety-two 10 called “teenagers.”
c. fifteen 92
3. Write the word form for each number. Understand
a. 3 three
In 5 Minutes
b. 67 sixty-seven
Put students into groups and have
each group write three numbers
c. 14 fourteen
and three different numbers in
word form. Then ask students
to exchange numbers and write
Numbers Up To 100 forty-one 41 them using numbers or words,
correspondingly.
Notes
Teacher Tip
Use ice-cream sticks or other

objects to represent the
Representing Numbers According
situations on pages 42 and 43 of to Their Place Value
the Student’s Book.
Let’s Connect
Christina has lots of ice-cream sticks. She puts them in groups of 10.
• How many tens or groups of 10 did Christina make?
She made 6 tens, which equal 60 ones.

Remember!
• How many ones are left?
Place value is the value a
Stickers 3 ones are left. digit has according to its
position in a number. In the
number 25, for example:
To do the fourth activity on page • How many ice-cream sticks does Christina have? 2 is in the tens place = 20
42, ask students to use Sticker 5 is in the ones place = 5
She has 63 ice-cream sticks.
Set 9 on page 171 to represent
the number 36.
• If Christina has 36 ice-cream sticks, how many groups of ten does she have? How many ones
are left? Represent them using Sticker Set 9 on page 171.
In 5 Minutes
Ask students how many tens they

can form with different numbers
and how many ones will be left
over. For example:
43 (4 tens with 3 ones left over) 42 forty-two Unit 2
59 (5 tens with 9 ones left over)
50 Unit 2
Represent numbers according to their place value
• Is the digit 6 in 36 and 63 represented by the same amount of ice-cream sticks? Explain.
No, because in 36, 6 is represented with 6 ice-cream sticks, since there are 6 ones. In 63,
6 is represented with 6 groups of 10 ice-cream sticks, since there are 6 tens.
Let’s Learn
These numbers were formed using the same digits. Clarifying Concepts
23 32 You can give students the

following definition of place value.
Place value: the value of a digit
according to the place or position
it occupies in a number.
T O T O
2 3 3 2
The digit 2 In the number 23, its tens place value is 20.
In the number 32, its ones place value is 2.
The digit 3 In the number 32, its tens place value is 30

In the number 23, its ones place value is 3.
Let’s Practice In 5 Minutes

1. Circle the numbers that have a tens place value of 50. Identify
Write different numbers on the
52 25 75 51 board and ask students to identify
their place values. For example:
85 54 35 31 (the tens place value is 30 and
the ones place value is 1)
Numbers Up To 100 forty-three 43 13 (the tens place value is 10 and
the ones place value is 3)
Notes
In 5 Minutes Section 1 / Numbers Up To 100
Draw an empty table on the

board that is similar to the one in 2. Look at the red digits. Complete the table. Apply
activity 2 in the Student’s Book.
Have a volunteer student write a
Number Position Value
number between 10 and 100 in
the first column and highlight one 21 ones 1
of the digits. Then have another
student write the name of the
digit’s position and a different
a. 1 ones 1
student write the value of the b. 100 hundreds 100

digit. Complete the table.
c. 91 ones 1
d. 12 tens 10
Possible Difficulty
Students might have some 3. Color the numbers. Interpret

difficulty relating position to
value. Tell students to use pieces
the digit 8 has a place value of 8
of paper, for example, to represent
ones and tens in the activities the digit 5 has a place value of 50
(hundreds aren’t needed so far).
the digit 7 has a place value of 70
8 18 5
53 55
37
15 85 38
87 57
72 75
44 forty-four Unit 2
52 Unit 2
Represent numbers according to their place value
4. Count the tens and ones for each number. Answer. Analyze
a.
Did You Know...?

To count tens and ones,
you can use blocks.
The number equals 3 T and 4 O.

represents 1 one
b.
represents 1 ten
The number equals 4 T and 3 O.

c. What numbers are a and b? a 34 b 43 Students might have problems

with activity 5. Have them use real
d. Does the digit 4 have the same place value in both numbers? Why or why not? objects to help them count, and
remind students that a zero to the
No, because in the number 34 the place value is 4 and in the number 43 the place
left of a number is the same as
value is 40. the number without the zero. For
example, 018 is the same as 18.
5. Read and answer. Analyze
I am thinking of a number with 2 tens and 0 ones.

If I switch the digits, the number becomes 2. Worksheet
Once students have represented

What number am I thinking of? 20
numbers based on their place
value, they can strengthen their
understanding of the content
Numbers Up To 100 forty-five 45 from this section with Extension
Worksheet 1.
Notes
Composing and Decomposing Numbers

Let’s Connect
John wants to know how many juice boxes he has.

Developing Skills

2 tens and3 ones.
students see the representations
of numbers explained using
20 + 3 = 23
mathematical language to see 10 10 John has 23 juice boxes.
how they are composed.
Let’s Learn
Possible Difficulty Composing a number means solving an addition according to the place value of its digits.
If students have trouble with the 1 ten and 6 ones 10 + 6

concept of place value, they may
10
have difficulty when composing
and decomposing.
Work with real objects so that 16
students can visualize the
place value of each digit.
Decomposing a number means breaking down a number according to the place value of
its digits.
23
10 10
2 tens and 3 ones 20 + 3
46 forty-six Unit 2
54 Unit 2
Teacher Tip
Compose and decompose numbers
Let’s Practice Have students use the objects they

used in the Let’s Learn section on
1. Look and complete. Identify the previous page to represent the
problems in activity 1.
a. 2 tens and 4 ones.
10 10 + =
20 4 24
There are 24 boxes of grape juice.
b.
10 10 10
5 tens and 4 ones.
50 + 4 = 54
10 10
There are 54 boxes of pineapple juice.
c.
10 10 10 6 tens and 7 ones.
60 + 7 = 67
10 10 10
There are 67 boxes of strawberry juice.
2. Circle groups of 10 buttons. Complete. Understand

Answer Key
Activity 2 has various answers

and students can make groups of
ten elements in different ways.
7 tens and 8 ones.

+ = 78
70 8
Numbers Up To 100 forty-seven 47
Notes
3. Decompose each number. Apply

a.
47
4 tens and 7 ones.
40 + 7
b. 76
7 tens and 6 ones.
70 + 6
c.
98
9 tens and 8 ones.
90 + 8
In 5 Minutes
4. Read and complete. Analyze

and have them use pieces of I am a number that has 8 tens
and 3 ones. What number am I?
paper in two different colors to
represent numbers. One color
represents tens, and the other, a.
ones. Write the colors and their 8 tens and 3 ones.
values on the board. For example,
if green represents tens, and 80 + 3 = 83 The number is 83 .
T
white, ones, students should
represent the number 35 using
three green pieces of paper and 48 forty-eight Unit 2
five white pieces of paper.
56 Unit 2
With a little more I can reach one hundred, but right now
I have 9 tens and 9 ones. What number am I?
b.
9 tens and 9 ones.
90 + 9 = 99 The number is 99 .
Quiz Yourself
Answer each word problem. Teacher Tip
The number 22 can be • Is Julie correct? Mark the correct answer with a . Tell students that the Quiz
represented by 2 groups of 10 Yourself section is an
objects and 2 more objects. Represent the number using . opportunity for them to see if
they have achieved the proposed
YES learning objectives in Section 1.
NO
In 5 Minutes

The number 76 has 7 tens • Is Matthew correct? Mark the correct answer with a . and have each student write five
and 6 ones. Decompose and explain. numbers between 10 and 99.
Then have students exchange
their numbers and decompose
YES 76 = 70 + 6
them.
or
NO
70 tens and 6 ones
Numbers Up To 100 forty-nine 49
Notes
Let’s Check!
Ones (1s), Tens (10s) and Hundreds (100s)
Evaluation Part 1
1. Circle the fruits with different colors.
Eat fruit to stay
Consider this part successfully 2 tens in healthy!
completed if students have circled
at least two of the elements as 8 ones in
asked for.
4 tens and 5 ones in
Extra Support: Answers will vary.
Tell students to circle groups of
ten at first. Then join the tens and
ones as requested.
Reading and Writing Numbers Up To 100

Evaluation Part 2
2. Match each number with its word form.

completed if students can match
a. 27 ninety-three
at least three numbers with their

respective written numbers.
b. 8 twenty-seven
Extra Support:
Tell students they can recognize
c. 15 fifteen
written numbers more easily by

finding hyphens or “teens.” d. 93 eight
50 fifty Unit 2
58 Unit 2
Unit 2
Place Value
Evaluation Part 3
3. Read and answer.
I have two digits: 4 and 6. Which
46!
two numbers can I make? 64! completed if students can
recognize the place value of both
numbers.
Extra Support:
Suggest representing the numbers
a. What is the place value of the digit 6 in the number 46? with real objects to help visualize
the place values.
The place value is 6 .
b. What is the place value of the digit 6 in the number 64?

Evaluation Part 4
The place value is 60 .
completed if students write both
4. Compose and decompose the numbers. the composed and decomposed
numbers.
a. 80 + 1 = 81 Extra Support:
Suggest that students represent
b. 67 = 60 + 7 the numbers with real objects,
to visualize the place values and
then compose and decompose the
How Did You Do? numbers.
For each color a .
How Did You Do?

Numbers Up To 100 fifty-one 51
Notes color the ; if not, they color
Section
2 Comparing and Putting Numbers in Order
Organization Comparing and Putting Numbers with Different
Tens Place Value in Order
UNIT 2:
Numbers Up To 100 Let’s Connect
Section 2: Comparing and Putting
Numbers in Order Jenna and Frank want to know who has more ice-cream sticks. They separated the sticks
• Comparing and Putting Numbers with into groups of tens and ones.
Different Tens Place Value in Order
• Comparing and Putting Numbers with
the Same Tens Place Value in Order
• Estimating Quantities Jenna
Teacher Tip
Frank
Use ice-cream sticks to represent

the numbers and help students • How many tens do Jenna and Frank have?
compare them.
has 7 tens = 70 sticks

Lead In
• Who has more tens? Jenna has more tens.
Ask a student to say a number
between 1 and 99. Have another • How many sticks do Jenna and Frank have?
student say a bigger (or smaller)
number, in which the tens place has 72 sticks. has 66 sticks.
is different enough to be able to
compare the numbers. For example, • Who has more sticks? Complete and circle.
starting with 57, bigger numbers
should be greater than 60 (or The number 72 is greater than 66 , so has more sticks.
smaller numbers, less than 49).
52 fifty-two Unit 2
60 Unit 2
Compare and put numbers in order
Let’s Learn
When you compare numbers with the same number of digits, compare one digit at a time.
Compare digits from left to right. Pay attention to the place value of each digit.
87 43
Clarifying Concepts
80 + 7 40 + 3
Work with the concepts of greater
80 is greater than 40. 87 is greater than 43.
than and less than by comparing
40 is less than 80. 43 is less than 87. groups of two different quantities.
Let’s Practice
1. Circle the correct number. Apply Stickers

a. the biggest number 95 88 93 To do activity 2, ask students to
b. the smallest number 82 71 74 Students should place the children
in increasing order, according to
2. Use Sticker Set 10 on page 171. Put the numbers in order from smallest to biggest. Apply the number that each is holding.
18
In 5 Minutes
66 53 27 99
and have each group write five
18 numbers, not in chronological
27 53 66 99 order. Then have students
exchange their numbers and put
them in order form smallest to
biggest, and vice versa.
Numbers Up To 100 fifty-three 53
Notes
Section 2 / Comparing and Putting Numbers in Order
Comparing and Putting Numbers with the

Same Tens Place Value in Order
Let’s Connect
Jenna wants to know if she has more ice-cream sticks than Justin. To resolve the problem, they
separated the sticks into groups of tens and ones.
Jenna
Justin
• How many groups of tens do Jenna and Justin have?
In 5 Minutes • Who made more groups of ten with the ice-cream sticks? They both have the same number of tens.
• Who has more sticks left? Justin

Write some pairs of numbers on
the board and ask students to • Who has more sticks? Complete and circle.
identify which place values should
be used to compare them. For has 72 sticks. has 76 sticks.
example:
12 and 16 (the ones place should The number 76 is greater than 72 , so has more sticks.
be used)
42 and 39 (the tens place should
be used)
72 and 52 (the tens place should 54 fifty-four Unit 2
be used)
62 Unit 2
Compare and put numbers in order
Let’s Learn
Sometimes, numbers have the same number of

digits and the same tens place value. To compare
57 52
them, look at the ones place.
50 + 7 50 + 7
57 is greater than 52. 50 is equal to 50
52 is less than 57.
7 is greater than 2
2 is less than 7
Let’s Practice
1. Color the numbers that have an equal number of tens with the same color. Identify
95 26 67 66 20 99
In 5 Minutes
2. Circle the correct answers. Apply Give students a list of ten

numbers from 0 to 100. Ask
greater than greater than
them to decompose each number
a. 26 is 20. c. 95 is 99.
less than
according to its place values. Then
less than
tell students to put the numbers in
order, from smallest to biggest or
greater than greater than vice versa.
b. 66 is 67. d. 84 is 82.
less than less than

You can recycle paper, glass, cardboard and cans, and you can also recycle wood! Discuss recycling with the class.
Help the environment and save trees! Then put students into small
groups and ask them to write 5
measures they can take to recycle
Numbers Up To 100 fifty-five 55 waste and other material in their
school.
Notes
Section 2 / Comparing and Putting Numbers in Order
Estimating Quantities
Let’s Connect
Paul wants to know how many strawberries will fit in a . He makes an estimate using a few
strawberries as a reference.
referent
Developing Skills
Paul knows that there are 5 strawberries
in this glass.
In the Let’s Connect and Let’s
Learn sections, students learn
estimating strategies and explain Answers will vary.
how they used them. • Estimate how many strawberries will fit in the glass.
Word Focus
I estimate that 12 strawberries will fit in the glass.
Estimate means to
• How did you estimate? Explain. calculate an answer
Clarifying Concepts without measuring
12 strawberries can fit in the glass, because one more referent exactly.
We use estimation to calculate a (5 strawberries) can fit and there is space for 2 more strawberries.
general, non-exact measurement
of a quantity. In this case,
students look at an example and Let’s Learn
estimate the quantity of elements
present.
Use objects you recognize to help you estimate. When you know the dimensions of an object
you can use it as a referent. This helps you estimate quantities better.
In 5 Minutes
If you look at the size and shape of the orange
you can make an estimate. You can estimate
One way to practice estimating that 9 oranges fit on this tray.
is by working with situations
in the classroom, for example,
estimating the number of books
(of the same kind) on a shelf,
or the number of pencils (of one 56 fifty-six Unit 2
kind) in different pencil cases.
64 Unit 2
Estimate quantities up to 100 using a referent
Let’s Practice
1. Look at the referents. Estimate how many fruits fit on each tray. Apply Answers will vary.
a. How many bananas fit on the tray?

The answer can vary between 10 and 14 bananas.
b. How many apples fit on the tray?

The answer can vary between 6 and 8 apples.
Quiz Yourself
Look at the referent and answer.
• How many pears fit on each tray?
I estimate that 8 pears fit on the tray.

The answer can vary between 8 and 10 pears.
In 5 Minutes
Give students practice in estimating

I estimate that 12 pears fit on the tray. quantities, for example, by making
The answer can vary between 12 and 15 pears.
piles of books, putting fruits on a
tray or making rows of pencils.
• On which tray do you think more pears fit? Explain.
More pears fit on the rectangular tray because it is wider.

Worksheet
Once students have worked on

estimating quantities up to
Numbers Up To 100 fifty-seven 57 100, they can work on
Reinforcement Worksheet 2.
Notes
Section
3 Math Strategies
Organization Counting From One Addend
Numbers Up To 100
Section 3: Math Strategies • What type of operation is Maya solving? Circle.
• Counting From One Addend
19, 20, … addition subtraction
• Counting Backward
• Numbered Tape
• How does Maya solve the math operation?
• Counting
The numbers we
ordering add together are
called addends.
counting The sum is the
Clarifying Concepts total.
estimating
The objective of this section

is to present different written
calculation strategies so that
students can learn different ways Let’s Learn
to solve math problems that
involve simple calculations.
Counting from one addend is a strategy used to solve addition operations. To solve an
The idea is to open students up to Let’s Learn
operation using this strategy, start counting from one of the addends.
different strategies and give them
the tools they need, so that they
can determine which strategy is addends
21 22 24 25 sum
appropriate in a given situation.
20
19
7 + 18 23 7 + 18 = 25
Lead In
Start counting from
Give students some examples of the greater addend.
when they might use counting
strategies and then ask them to
give other examples. An example 58 fifty-eight Unit 2
might be, adding more toy cars to
a collection.
66 Unit 2
Count forward
Let’s Practice
1. Solve by counting from one addend. Apply
a. 15 + 2 = 17 c. 6 + 23 = 29
b. 9 + 27 = 36 d. 32 + 5 = 37
2. Solve by counting from one addend. Apply
a. plus equals 20
b. plus equals 34
Remember! In 5 Minutes
When counting from

one addend to solve Write other additions on the board
addition problems, alternating the position of the
c. plus equals 27 start with the greater greater addend, and have students
addend. answer them in small groups.
Numbers Up To 100 fifty-nine 59
Notes
Section 3 / Math Strategies
Counting Backward
Let’s Connect • What type of operation is Dylan solving? Circle.
addition subtraction
28, 27, 26, …
• How does Dylan solve the problem?
counting from 1
Clarifying Concepts
counting backward
When students know how to count
counting forward
forward and backward, it is easier
for them to understand addition
and subtraction. The big number that we take away
from is called a “minuend” and
the number that we take away
from it is called a “subtrahend.”
Word Focus
Let’s Learn The difference is the answer to a subtraction.
Teacher Tip Counting backward is a strategy you can use to solve subtraction operations. You have to
start counting backward from the minuend, using as many numbers as the subtrahend
indicates.
Remind students that the first
finger they use to count is one unit
less than the minuend, since the minuend difference
26 25 23 22 21
finger indicates that they have 27
already subtracted one unit. 28
29 – 8 24 29 –8 = 21
subtrahend
60 sixty Unit 2
68 Unit 2
Count backward
Let’s Practice
1. Solve by counting backward. Apply
a. 48 – 3 = 45 c. 25 – 5 = 20
Common Mistake
One common mistake when applying

the counting backward strategy with
b. 36 – 7 = 29 d. 34 – 4 = 30 fingers, is not assigning the correct
value to the first finger. For example,
in 25 – 4, the first number counted
is 24 not 25.
Worksheet
2. Solve by counting backward. Apply
When students have counted

forward and backward, they can
a. minus is equal to strengthen their understanding of
16
this content with Reinforcement
Worksheet 1.
You can cross out
the marbles when
you subtract.
b. minus is equal to 32
In 5 Minutes
Write other subtractions on the

c. board in which the subtrahend
minus is equal to 39
is a one-digit number, and have
students solve them in small
groups. Use this activity to see if
Numbers Up To 100 sixty-one 61 any students have difficulty using
their fingers to count.
Notes
Numbered Tape
Let’s Connect
27 28 29 30 31272 7 32
2288 2339293 0 3433 10 3325313 33632 37
34 3 5333 63 8
34
3 7 39
3 83 53 94 0
36
40 374 2423 8
4411 39 4
Possible Difficulty • If 41 is the sum and 28 is one addend, what is
Did You Know...?
the other addend? 13
Making jumps on a numbered tape Numbered tapes, called
can be difficult for students, so measuring tapes, are
• If the circled numbers on the numbered tape are used to measure people
make sure that they understand
part of a subtraction operation, which one is the 41 for clothing. The tape
how to count forward and is flexible so you can
backward before starting the minuend?
accurately measure a
activities on this page. person’s body.
Let’s Learn
You can use a numbered tape to solve addition and

Developing Skills subtraction operations.
• addition 28 + 13 = 41
In the Let’s Learn section, have
students read and understand the 13
model for adding and subtracting + 10 +3
with a numbered tape.
28 29 30 31 32 33 34 3 5 27236
7 2 37 293 8 3 039
288 3 8 31
3 94 04 032
4411 33
4 242 34 35 36
Make a numbered 37 38 39
tape to help with
the activities.
In 5 Minutes • subtraction 41 – 13 = 28
13
Divide the class into small –3 – 10
groups and work with them to
28 29 3 0numbered
make 31 tapes.32 They will33 34 3 5 27236
7 2 8 37
2 8 2 9293308 33 1039 314 0 32441
1 33
4 242 34 35 36 37 38 39
need paper, scissors, glue and a
marker. The numbered tapes can
start on 10 and end on 60 or 70.
Students will use their tapes in 62 sixty-two Unit 2
the following activities.
70 Unit 2
Apply math strategies
Let’s Practice
1. Draw the jumps on the numbered tape and then write the answers. Apply
a. 31 + 17 = 48
+7
+ 10
30 31 41 42 43 44 45 46 47 48 49 50
b. 24 + 24 = 48
+ 10 + 10 +4
23 24 34 44 45 46 47 48
c. 23 – 15 = 8
–5 – 10
7 8 9 10 11 12 13 23 24 25 26 27
d. 35 – 25 = 10 In 5 Minutes
–5 – 10 – 10
In small groups, have students
solve other additions and
9 10 11 12 13 14 15 25 35 subtractions using their numbered
tapes. Make sure the addends
and the sum, or the minuend, the
subtrahend and the difference
Numbers Up To 100 sixty-three 63 are all numbers that are on the
numbered tape.
Notes
Counting
Let’s Connect
How many
You won 4 red
marbles did I
marbles and 15
win in all?
yellow marbles.
Teacher Tip
Have students use objects or

pieces of paper to help them
with the operations. Once they
understand the concept, have
them use mental math strategies. • What operation can Bob use to know the total number of marbles he won?
Write the operation.
4 + 15
15 + 4
• Bob does not have the marbles to count or a paper and pen to write with. How can he
solve the operation?
Write how you would do it.
Answers will vary. Students should mention counting strategies.
In 5 Minutes • What operation could you use to check your answer? Write the operation.
As a whole class, ask students to 19 – 15 = 4

suggest situations in which they
have to count. An example might 19 – 4 = 15
be, when a friend has six candies
and then buys eight more, or if you
have 13 candies and give away five 64 sixty-four Unit 2
of them.
72 Unit 2
Count forward and backward
Let’s Learn
Adding or subtracting in your head is called a mental math strategy.
• Addition
Count forward. 15, 16, 17, 18, 19
15 + 4 15 + 4 = 19
• Subtraction
19, 18, 17, 16, 15
Count backward.
19 − 4 19 − 4 = 15
Let’s Practice
Worksheet
1. Match the operations with the answers. Relate
This is a good time to have students

35 – 5 45 work on Extension Worksheet 2.
11 + 4 15
19 – 3 30 In 5 Minutes
Tip
Counting in your As a whole class, ask different
40 + 5 16 head is easier if you
use your fingers or
students to mentally solve some
imagine objects. additions and subtractions. If a
26 – 2 24 student has difficulty solving an
operation, let him/her use other
Numbers Up To 100 sixty-five 65 counting strategies, such as using
their fingers.
Teacher Tip

Look and Learn section. Then they
should propose a solution for the Mark the correct answer with an .
question in the Your Turn! section.
1 Emily says to Lucy, “I am thinking of a number that is
greater than 66 and less than 68.”
Read the word problem carefully.
What number is Emily thinking of?
A 65 Read the question and

think about the answer.
B 67
C 69
Look for the answer.
Mark it with an .
Your Turn!
2 Lucy says to Emily, “I am thinking of a number that is less

than 75 and greater than 73.”
What number is Lucy thinking of?
A 74
B 76
C 77
66 sixty-six Unit 2
74 Unit 2
Unit 2
Unidad
Reading and Writing Numbers Up To 100

Evaluation Part 1
1. Match each number with its word form.
a. 25 thirty-seven
completed if students relate all
the numbers with their respective
b. 64 twenty-five written number.
Extra Support:
c. 18 sixty-four
Help students recognize numbers
that are written with a hyphen or
d. 37 eighteen a “teen.”
Comparing and Putting Numbers in Order

2. Look at the picture and answer. Evaluation Part 2
68 Consider this part successfully

completed if students answer at
66 53 27 99 84 36 least two activities correctly.
71 Note: In activity 2 a, any number
greater than 53 is a correct
Maya George Phil Natalie Adrian Ashley Nicholas Heather answer. In activity 2 b, any number
Answers will vary. greater than 90 and less than 99
is a correct answer.
a. Write a number greater than George’s number. 62
Extra Support:
Use objects to represent numbers
b. Write a number less than Natalie’s number and greater than 90. 92 and compare them.
Answers will vary.
c. Who has the biggest number? Who has the smallest number?
Natalie has the biggest number and Phil has the smallest one.
Numbers Up To 100 sixty-seven 67
Notes
What Did You Learn?

Evaluation Part 3
3. Decompose the number 63 and mark the correct answer with an .

completed if students mark 63 63
the option with the correct 6T + 3O 6T + 3O
decomposition. 6 + 3 60 + 3
Extra Support:
Represent the numbers with real
objects to visualize the place Estimating Quantities
values of the digits. 4. Read carefully. Use the picture to solve the word problem.
Zoe needs to deposit a check in the bank. There is a long line of people.
Evaluation Part 4

completed if students answer
both questions.
Extra Support:
Count the people in the first
row, one by one, to verify the
estimation.
a. Count how many people are in the circled section.

There are 10 people.
b. Estimate how many people are in front of Zoe in the line?

I estimate that 30 people are in front of Zoe.
68 sixty-eight Unit 2
76 Unit 2
Unit 2
Mark the answers with an .
Use the picture to answer questions 5 and 6.
I have 36 cans.
I have
I have
62 cans.
63 cans.
Hannah Geoff Jessica Evaluation Part 5
5. Order from greatest to smallest according to the number of cans. Consider this part successfully
A Jessica, Geoff, Hannah completed if students answer B.
Extra Support:
B Hannah, Jessica, Geoff
Expand the numbers to compare
C Geoff, Jessica, Hannah them and then put them in order.
6. Who has a 6 in the ones place?

A Hannah Evaluation Part 6
B Jessica Find T
est 2
Study
C Geoff Consider this part successfully
Page
completed if students answer C.
Extra Support:
How Did You Do? Expand the numbers according to
For each color a . their place values.
How Did You Do?

Numbers Up To 100 sixty-nine 69
Unit Summary
Language Focus
Put students into pairs and have

them read and act out the cartoon. Unit 2: Numbers Up To 100
This will help students with their
English and help them incorporate We learned about numbers
math terms into daily language. up to 100 in this unit. Spot! We can put them
in order.
Isn’t that too many numbers? We Oh right! Now I remember, we
could lose one! can compare them, too.
We also learned where the hundreds, tens

and ones are in a number.
This helps us decompose

numbers.
Good job! We can identify the
place values of the digits in a What does that mean?
number.
It means that you can break

down the number using addition.
You put the numbers in their
hundreds, tens and ones places.
78 Unit 2
Clarifying Concepts
Name: Grade:
summary are:
− Numbers up to 100
Ones,
182 = 1 hundred, 8 tens and 2 ones − Ones, tens and hundreds
Tens and
− Reading and writing numbers
Hundreds H T O
− Place value
− Composing and decomposing
Reading 43 is 40 + 3 numbers
and Writing forty-three − Comparing and putting numbers in
order
Numbers Up To − Estimating
100 Place The digit 6 represents:
− Math strategies
Value 60 in the number 62
6 in the number 26
Composing
and
94 = 9 T and 4 O
Decomposing 90 + 4
Comparing 58 is greater than 42

and Putting 50 + 8 40 + 2
in Order
Comparing 50 is greater than 40
and Putting
Numbers
in Order An estimate of 10 muffins fit
Estimating
on the tray.
Quantities
• Counting from one addend

Math
s
Math Strategie Strategies
• Counting backward
• Using a numbered tape
Unit Review
If students have difficulty with

Test 2 Study Page • Review
these activities, review the Let’s Unit 2: Numbers Up To 100 Remov
e,
Learn sections from the following answe
r and
pages in the Student’s Book. 1. Write the correct numbers of ice-cream sticks. glue in
your
notebo
Question 1: page 40 ok.
a.
Question 2: pages 53 and 55
The number is 64 .
Its word form is: sixty-four .
b.
The number is 95 .
Its word form is: ninety-five .
2. Put the numbers in order.
25 56 77 65 52
a. From smallest to greatest: 25 52 56 65 77
b. From greatest to smallest: 77 65 56 52 25
80 Unit 2
Unit 2
3. Estimate using the referent. If students have difficulty with
these activities, review the Let’s
Learn sections from the following
glue here
pages in the Student’s Book.
There are 15 marbles. Question 3: page 56
Questions 4 and 5: page 46
Question 6: page 62
How many marbles do you need to fill the jar? The answer can vary
between 8 and 15 marbles.
4. Write the number of tens and ones.
glue here
a. 28 2 T and 8 O
b. 30 3 T and 0 O
c. 5 0 T and 5 O
glue here
5. Decompose the numbers.
a. 65 = 6 T+ 5 O
b. 79 = 7 T+ 9 O
glue here
6. Draw the jumps on the numbered tape and then write the answers.
+ 10 + 10 +2
a. 23 + 22 = 45 22 23 33 43 44 45 46 47
– 10 –4
b. 26 − 14 = 12 27 26 16 15 14 13 12 11 10
glue here
Unit Vocabulary
nouns: appointment, block,

Unit 53
candidate, category, countryside,
data, eraser, height, issue, leader,
length, measurement, month, Key Words Measurement,
Geometry and Data
paper clip, planner, sharpener,
shelf (shelves), snack, step, on / under
stick, tally, topic, toy, twig, vertex
(vertices), whiteboard, width, yarn
verbs: elect, fold, glue, interpret,
vote
adjectives: democratic,
two-dimensional
highlighted, registered, tallest, shapes
under
prepositions: behind
side
Setting Off
Analyze the picture with students

and take the opportunity to vertex
discuss the importance of play
and recreation time, and what
benefits children get from play.
Language Focus In this unit you will learn to: soccer ball
• identify the position of objects and people in relation to other
objects and people.
Put students into small groups • identify days, months and dates on a calendar.
and have them talk about their • measure using your body and other objects.
favorite toys and games for a few • describe, compare and draw geometric shapes.
minutes. Then draw a simple table • collect, record and interpret data using tables and block charts.
on the board with the names of • use creative math skills for problem solving.
the top 5 toys or games and the
number of students that vote for
70 seventy Unit 3
each one.
82 Unit 3

1. Draw two more toys on the floor.
ta airplane 2. Look at the picture. Is the “Height
Initial Evaluation
Measurements” wall on the left or right?
It is on the left. Use the What Do You Know?

section to review students’ reading
3. What would you use to find out who is the comprehension skills and their
tallest child? understanding of two-dimensional
robot shapes.
Answers will vary. For example: I would
use a measuring tape.
4. Circle the two-dimensional shapes in the
picture. Write their names.
a. circle
b.
triangle
toys
c. square
d.
rectangle
In 5 Minutes
5. How many children are in the classroom?
Complete the table.
shapes
sha
sh
ha
As a whole class, practice making
Children in the Classroom tables. Make one table similar
Girls Boys to the table in activity 5 with the
Number 4 2 total number of girls and boys in
the class.
Then make a table with the names
of the two-dimensional shapes in
the picture in one column and a
Measurement, Geometry and Data seventy-one 71 drawing of each one in a second
column.
Notes
Measurement, Geometry and Data 83

Section
1 Location, Time and Measurement

Organization Position of Objects and People
Measurement, Geometry and Data
Neil and Paula are looking for objects on the shelves in the classroom.
Section 1: Location, Time and
Measurement plant
• Position of Objects and People
• Days, Months and Dates on a Calendar
paint
• Measuring With Your Body and Objects
pencils
Developing Skills paint brushes
I don’t see the Under the science

In the Let’s Connect section, yarn language textbook. textbook, on the
students describe the location of Where is it? bookshelf to your right.
objects, using objects and people
as points of reference. • Is Neil correct?
Yes No , because the language textbook is to their right and below the science textbook .
• What other points of reference could Neil give Paula?
Explain to students that, unless Answers will vary. For example: It is on the bookshelf to your right, above the math textbook.
the context is very clear, they
should describe the location of an • What is behind the shelves?
object in relation to the location of
The wall of the classroom.
something else. For example, The
bookshelf is to your right, is more
useful than The bookshelf is to the • What is on the shelves to the left?
right, because you could ask To the
A plant, some paints, pencils and paint brushes.
right of what? Similarly, it is more
helpful to say The book is on the
top shelf, rather than The book is • How many balls of yarn are outside the box? 3 balls of yarn.
on the shelf.
72 seventy-two Unit 3
In 5 Minutes
Quiz students on the position

of objects in the classroom. For
example, tell students that the
book is on the desk, and have
them answer true or false. For the
moment, only ask for true or false
answers.
84 Unit 3
Language Focus
Identify the position of objects and people
Let’s Learn Play the “Guess what object I am

looking at” game in class. Ask
students to get into pairs and ask
To describe the position of objects or people around us, we can use: each other questions about the
locations of different objects. One
student asks the other student, for
on the left / right on / under example: What object am I looking
at that is in front of the teacher’s
desk and under my desk?
in front of / behind inside / outside
Challenge
Play “Simon Says.” Use the position
Let’s Practice words and play with your friends!
1. Use Cutout 1 on page 155. Glue the images in the correct places on the picture. Apply
Cutouts
1 Laura is sitting on the left of Martin. 3 is under the table.
2 There is a book on the table. 4 The blocks are inside the box.
use Cutout 1 on page 155.
Martin
Jane
In 5 Minutes
Bring several different objects to

Laura class and put them in different
locations around the classroom.
them describe the locations of the
Measurement, Geometry and Data seventy-three 73 objects in relation to furniture and
other objects in the classroom.
Notes

Section 1 / Location, Time and Measurement

Let’s Connect
2019
JANUARY FEBRUARY MARCH APRIL
Language Focus M T W T F S S M T W T F S S M T W T F S S M T W T F S S
1 2 3 4 5 6 1 2 3 1 2 3 1 2 3 4 5 6 7
7 8 9 10 11 12 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10 8 9 10 11 12 13 14
14 15 16 17 18 19 20 11 12 13 14 15 16 17 11 12 13 14 15 16 17 15 16 17 18 19 20 21
Discuss with students how the 21 22 23 24 25 26 27 18 19 20 21 22 23 24 18 19 20 21 22 23 24 22 23 24 25 26 27 28
Gregorian calendar has evolved. 28 29 30 31 25 26 27 28 2 26 27 28 29 30 31
25 29 30
Discuss lunar cycles and give M TW T

MAY
F S S M T W
JUNE
T F
S S M T W T
JULY
F S S M T
AUGUST
W T F S S
them examples of calendars from 1 2 3 4 5 1 2 1 2 3 4 5 6 7 1 2 3 4
6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11
pre-Columbian civilizations like 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18
the Maya and the Aztecs. 20 21 22 23 24 25 26 17 18 19 20 21 22 23 2 23 24 25
22 26 27 28 19 20 21 22 23 24 25
27 28 29 30 31 24 25 26 27 28 29 30 29 30 31 2 27 28 29 30 31
26
SEPTEMBER OCTOBER NOVEMBER DECEMBER
M T W Th F Sa S M T W T F S S M T W T F S S M T W T F SS
1 1 2 3 4 5 6 1 2 3 1
2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 2 3 4 5 6 7 8
9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 9 10 11 12 13 14 15
16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 16 17 18 19 20 21 22
23 24 25 26 27 28 29 28 29 30 31 25 26 27 28 29 30 23 24 25 26 27 28 29
30 30 31
• What year does the calendar show?

Fun Fact!
1998 2003 2019 2023 In the USA, the week begins
on Sunday and in Mexico it
• What month is your birthday in? begins on Monday.
Answers will vary.

Some calendars
• Mark your birthday with your favorite color. On what day highlight holidays and
festivities.
In 5 Minutes of the week is your birthday on the calendar?
Answers will vary.

Project a calendar on the board
and have students mark their • Is your birthday on the same day of the week every year? Discuss.
birthdays and other important No, days change from year to year.
dates on it, such as the summer 74 seventy-four Unit 3
vacation or a special holiday.
86 Unit 3
Identify days, months and dates on a calendar
Let’s Learn
A calendar shows the 12 months of the year in an organized way. Using a calendar you can
identify dates as days, months and years.
Follow the steps to find
derecha March 3rd on the calendar.
/ izquierda
2019
J
JANUARY FEBRUARY MARCH APRIL
M T W T F S
1 2 3 4 5
S
6
M T W T F S S
1 2 3
M T W T F S S
1 2 3
M T W T F
1 2 3 4 5
S S
6 7 First, locate the month – March.
7 8 9 10 11 12 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10 8 9 10 11 12 13 14
14 15 16 177 18 19 20 11 12 13 14 15 16 177 11 12 133 14 15 16 177 15 16 177 18 19 20 21
21 22 23 24 25 26 277 18 19 20 21 22 23 24 2
18 19 20 21 22 23 24 22 23 24 25 26 277 28
28 29 30 31 25 26 27 28 255 26 277 28 29 30 31 29 30
MAY JUNE JULY AUGUST
M T W T F S S M T W T F S S M T W T F S S M T W T F S S
1 2 3 4 5 MARCH 1 2 1 2 3 4 5 6 7 1 2 3 4
Second, look for the day – the 3rd.

6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 100 11 12 13 14 5 6 7 8 9 10 11
13 14 15 16 M T W T F
177 18 19 10 11 12 13 14 15 16 S S
15 166 177 18 19 20 21 12 13 14 15 16 177 18
20 21 22 23 24 25 26 177 18 19 20 21 22 23 222 233 24
24 25 26 277 28 19 20 21 22 23 24 25
277 28 29 30 31 1
244 25 26 277 28 29 30 2 3
299 300 3311 26
6 277 28 29 30 31
M T W Th F
4
SEPPTT EM
SEPTEMBER
M BER 5 6M T 7WOCTOBER
Sa S T F
8 S S
9 10
M T
NOVEMBER
N OVEMBER
W T F S S M T
DECEMBER
W T F S S
11 12 1 13 1 142 3 154 5 166 17 1 2 3 1
2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 2 3 4 5 6 7 8
9 10 11 121813 1419 15 20
14 15 21
16 177 22 18 1923 20 24
11 122 133 14 15 16 177 9 10 11 12 13 14 15
16 177 18 19 20 21 22 21 22 23 24 25 26 277 18 199 2 0 21 22 23 24
20 16 177 18 19 20 21 22
23 24 25
30
2625277 2629 27
28 28 29 2830 31 29 30 31 266
25 27 28 29 30
27 23 24 25 26 277 28 29
30 31
Third, locate the day of the
week – Sunday.
Worksheet
A calendar or planner can help you
organize your daily activities and Strengthen students’
Let’s Practice plan your homework. understanding of the content of
1. Use the calendar on page 74 to answer the questions. Identify Worksheet 1.
a. What day of the week is August 21st?
It is Wednesday.
In 5 Minutes
b. Is there a holiday in December? What holidays does your country celebrate?
Answers will vary. Put students into pairs, give
them some clues, and have them
write out the whole calendar for
c. In January, Alice went to a swimming class every Thursday. Tip a particular month. For example,
How many days did she go to class? tell students that the month you
Days of the week are
Alice went to swimming classes in January. capitalized in English. are thinking of is the fifth month
5
in the year. Then tell them that
the second saturday in the month
Measurement, Geometry and Data seventy-five 75 is the 10th day and the 31st is a
Saturday.
Notes

Section 1 / Location, Time and Measurement

Let’s Connect
Mark and Antonia are measuring the length of the classroom.
No! The room is 12 steps long.
The room is 19 steps long.
Clarifying Concepts
Make sure that students are clear

on what non-standardized units of
measurement are: measurements
that are not calculated using a • Why are Mark and Antonia’s measurements different? Explain.
standard unit, such as meters Because Mark’s steps are longer than Antonia’s.
or centimeters, but rather by
using a non-exact measurement,
such as a foot-length or a span. • What other way could you measure the room? Explain. Word Focus
Make clear to students that when Answers will vary. For example: They can use feet. To standardize is to measure
using non-standardized units of things the same way.
measurement, measurements
will be slightly different for each Let’s Learn
person.
You can use objects or parts of your body as units of measurement. However, these units of
measurements are not standardized or consistent. Examples of these units of measurement
are an eraser, a sharpener, your hand or your foot.
In 5 Minutes
As a whole group, have two

students (one tall and the other
short) measure the length and the
width of the classroom in steps.
Then compare the lengths and 76 seventy-six Unit 3
comment on the results.
88 Unit 3
Measure using your body and objects
Let’s Practice
1. Measure objects in your classroom using an ice-cream stick as a unit of measurement. Apply
ice-cream stick Answers will vary.
a. A table
length width ice-cream sticks

width
length ice-cream sticks
b. A math textbook Answers will vary.

width
width ice-cream sticks Make measuring different objects

in the classroom a collaborative
height
height ice-cream sticks effort. By working together,
students will learn skills, such
as expressing ideas and listening
to their classmates’ ideas
2. Measure the objects in your classroom using the unit of measurement indicated. Apply respectfully.
a. The classroom door, using your . Answers will vary.
width
width
Teacher Tip
Have students use other objects

b. The whiteboard, using your . Answers will vary.
as units of measurement to
height
measure the objects in activities
height width
1 and 2. For example, measure a
width desk using a pen or an eraser.
c. A pencil case, using a . Answers will vary.
width length width length
Measurement, Geometry and Data seventy-seven 77
Notes

Section
2 Two-Dimensional Shapes
Two-Dimensional Shapes
Organization
Let’s Connect
UNIT 3:
Section 2: Two-Dimensional Shapes vertex
• Two-Dimensional Shapes
1 2 vertex = 1
vertices = 2 or more
• Comparing Two-Dimensional Shapes side
• Making Two-Dimensional Shapes
• What are the names of the shapes on the board?

Developing Skills
Square and triangle
students learn to recognize the • What characteristic of shapes is highlighted in red?
characteristics of two-dimensional
shapes. The vertices
• What characteristic of shapes is highlighted in blue?
The sides
Teacher Tip
• Look at the picture and complete the sentences.
Put students into small groups and
have them compare and comment
on their answers in the Let’s Shape 1 is a square . It has 4 vertices and 4 sides.
Connect section. Then check the
answers as a whole class. Shape 2 is a triangle . It has 3 vertices and 3 sides.
• What is the difference between the descriptions of the shapes 1 and 2? Explain.
The difference between the two shapes is the number of sides and vertices, since one has
4 vertices and 4 sides and the other has 3 vertices and 3 sides.
78 seventy-eight Unit 3
90 Unit 3
Describe two-dimensional shapes
Let’s Learn
Two-dimensional or geometric shapes can be described using their characteristics. We can

describe their sides and vertices.
square rectangle
It has 2 pairs of equal
It has 4 equal sides.
sides.
It has 4 vertices.
It has 4 vertices.
Clarifying Concepts
circle triangle
It is important that students
It has no sides. It has 3 sides. start to use vocabulary related to
It has no vertices. It has 3 vertices.
geometry where appropriate and
avoid words like “point,” “corner”
or “lines.”
Let’s Practice
1. Mark the vertices of the shapes in the Let’s Learn section in . Trace the sides in .
Worksheet
2. Write the names of the two-dimensional shapes and are thinking of. Analyze Strengthen students’ understanding
of the content of this section with
a. This shape has 4 sides Extension Worksheet 1.
that are all the same.
answer square
In 5 Minutes
b.
This shape Put students into pairs and have one
has no sides.
student describe a shape to their
partner (square, rectangle, circle or
answer circle triangle). For example: This shape
has 4 equal sides and 4 vertices.
The partner then draws the shape.
Measurement, Geometry and Data seventy-nine 79 Students check the result and then
change roles.
Notes

Section 2 / Two-Dimensional Shapes
Comparing Two-Dimensional Shapes

Let’s Connect
The teacher asked students to compare a rectangle and a triangle. Daniel and Sophie are talking
about the similarities and differences.
One similarity is One difference is that a

that both are triangle has 3 vertices
two-dimensional and a rectangle has 4.
shapes.
Daniel Sophie
• What other similarities can you identify between a rectangle and a triangle?
Their sides are straight.
• What other differences can you identify between a rectangle and a triangle?
The rectangle has 4 sides and the triangle has 3 sides.
Let’s Learn
In 5 Minutes
To compare two-dimensional shapes, we need to look at their properties.
Draw triangles, squares, rectangles
and circles of different sizes on the Sides Vertices
board and have students recognize • number of sides • number of vertices
the characteristics of each shape.
• if they are of equal length
For example: number and length of
sides, number and measurement of
angles. Point out to students that
the characteristics of the shapes
stay the same, regardless of their 80 eighty Unit 3
dimensions.
92 Unit 3
Compare two-dimensional shapes
Let’s Practice
1. Compare the two-dimensional shapes. Mark the correct sentences with a . Mark the incorrect
sentences with an . Compare
a.
Both shapes have sides.
The rectangle has 3 sides and the triangle has 4 sides.
Both shapes have an equal number of vertices. Teacher Tip
Have students cut the two-

b. dimensional shapes in this section
out of construction paper so that
Both shapes have sides. they can visualize the differences
and similarities between them.
The square has 4 sides.
Worksheet
Both shapes have an equal number of vertices.
Strengthen students’
understanding of the content of
2. Answer the word problem. Analyze Worksheet 2.
What do a triangle, a square and a rectangle have in common? Explain.
A triangle, a square and a rectangle have straight sides.

In 5 Minutes
Have students do an activity

similar to activity 1, but
comparing different shapes,
Measurement, Geometry and Data eighty-one 81 for example, a rectangle and a
square, or a triangle and a circle.
Notes

Section 2 / Two-Dimensional Shapes
Making Two-Dimensional Shapes

Let’s Connect
In 5 Minutes
Martha is folding and cutting pieces of paper to make two-dimensional shapes.
Provide students with a square-
shaped sheet of construction
paper and have them do the Let’s
Connect activity. Students can
then check their shapes with a
partner. Then have students do
the activity with other shapes,
such as a rectangle or a triangle
to see what they can make.
This activity will help students
understand how to make shapes • What shape was Martha’s piece of paper before she folded it?
from other shapes. It was square-shaped.
• How many shapes are there after she folds the paper? 2
• What shapes does she make after cutting the paper?
She makes rectangular shapes.
Let’s Learn
You can make different two-dimensional shapes by putting two or more geometric shapes
together.
For example: You can make a square with two triangles.
82 eighty-two Unit 3
94 Unit 3
Make two-dimensional shapes
Let’s Practice
1. Use Cutout 2 on page 155 to complete the activities. Apply
Cutouts
a.
Step 1: Select the square. To do activity 1, ask students to
Step 2: Fold it into 4 smaller squares. use Cutout 2 on page 155.
Step 3: Cut out the squares.
Step 4: Glue the 4 squares in the box.
Answer Key
b.
Step 1: Select the triangle. Answers will vary in activity 1 b,
Step 2: Fold it into 3 smaller triangles. so allow students to compare their
Step 3: Cut out the triangles. answers and check them together.
Step 4: Glue the 3 triangles in the box.
Clarifying Concepts
Quiz Yourself
Tell students that the Quiz
Draw the two-dimensional shape that fits the description.
Yourself section is an opportunity
Size of squares may vary. to see if they have achieved the
• It has more sides than a triangle. objectives for Section 2.
• It can make two triangles.
• It has four equal sides.
Measurement, Geometry and Data eighty-three 83
Notes

Let’s Check!
Position of Objects and People
Evaluation Part 1
1. Look at the picture and answer.

three questions correctly.
Extra Support:
Mark the answers in the image as
points of reference.
a. What objects are behind the teacher?

The board, the table, a notebook and a flower pot.
b. What objects are on the teacher’s table?

A notebook and a flower pot.
c. What do you see under the table?

A trash can.

Evaluation Part 2
2. Measure your school bag using a finger as a unit of measurement.
Answers will vary.
completed if students measured width fingers
height
their school bag using their fingers.
Extra Support: height fingers
width
Help students measure if
necessary. 84 eighty-four Unit 3
96 Unit 3
Evaluation Part 3
Unit 3

completed if students suggest
suitable objects.
Extra Support:
3. Write the names of two things you can measure using each body part or object.
Help students think of objects if
a. necessary.
Foot Answers will vary.
Hand Answers will vary.

Evaluation Part 4
b. Consider this part successfully

Eraser Answers will vary. completed if students recognize
that a geometric shape that has
Pencil Answers will vary. 4 equal sides and 4 vertices is a
square.
Extra Support
4. Which geometric shape has 4 equal sides and 4 equal vertices?
Have students review the
A A square characteristics of two-dimensional
shapes.
B A rectangle
C A circle
Evaluation Part 5
5. Which sentence is correct?
A Circles and triangles have sides. Consider this part successfully

completed if students recognize
B Circles have 1 vertex and triangles have 3. that statement C is correct, since
C Circles do not have any sides and triangles have 3 sides. circles do not have any sides and
triangles have three sides.
How Did You Do? Extra Support
For each color a .
characteristics of two-dimensional
shapes.
How Did You Do?

Measurement, Geometry and Data eighty-five 85

Section
3 Data
Organization Collecting Data
Section 3: Data
• Collecting Data
Students’ Favorite Snacks
• Interpreting Data in a Table
Snack Tally Total
• Recording Data in Block Charts
Fruit ||||||||||| 11
Jane
Cereal ||||| 5
Yogurt ||| 3
Lead In Sandwich || 2
Ask students why tables can be

useful for collecting and displaying • What question do you think Jane asked? Remember!
information. Comment that using a
tally system is an easy way to count What is your favorite snack? The title of a table tells
answers, but then it is important you what question
was asked.
to express those answers with • Where did Jane write the answers? Why?
numbers.
In a table, because it is easier to represent information.
Word Focus
• What does mean in the “Tally” column? A survey collects

information about
Each represents a student that selected that snack as their an issue or topic.
favorite. It usually involves
questions.
• Write the number of students who prefer each snack.
fruit cereal yogurt sandwich
11 5 3 2
86 eighty-six Unit 3
98 Unit 3
Collect data
Let’s Learn
Tables help you collect and record data. Teacher Tip

For example, when a group of students were surveyed about their favorite sport, the data
was recorded in a table. Do the activity in the Let’s Learn
section on the board with the whole
Favorite Sport class so that students follow the
Sport Tally Total steps in constructing a table.
Soccer ||||||||||| 11
Swimming |||||||||||||| 14
You can record data with tally marks like , or . Then you can count the marks to find
the total.
Let’s Practice
1. Look at the picture. Record the data you see in the table. Apply
Vacation Destination
Where would you like
to go on vacation? Destination Tally Total
The beach ||||| 5

The countryside | | | | 4
The The beach! In 5 Minutes
The beach! The beach!
The countryside!
countryside!
As a whole class, make a table on
The beach! The
countryside! the board with a different topic. It
could be students’ favorite vacation
destinations, their favorite sports,
etc. Only include two or three
The options, for example, Football,
countryside! Soccer or Basketball.
The beach!
Then leave the table on the board to
Measurement, Geometry and Data eighty-seven 87 use in the next section Interpreting
Data in a Table.
Notes

Section 3 / Data
Interpreting Data in a Table

Let’s Connect
Education through Values Team Captain Election

Candidate Tally Total
Talk to students about their Claudia IIIIIIIIII 10

representation in the classroom Frank IIIIIII 7
and ask them if they have ever Jane IIIII 5
elected a class representative. Maggie IIIIIIIIIIIIIIII 16
Discuss the benefits of students
being able to express their
opinions.
Word Focus
• Which student got the least votes? An election is a process
where people choose a
Jane , because she got 5 votes. representative by voting.
• Put the candidates in order by the number of votes they got, from most to least.
Maggie , Claudia , Frank and Jane .
In 5 Minutes • Who was elected team captain?
Maggie was elected. Education

When you have finished the through Values
activities on this page, analyze, • Can you tell how many students voted? Explain.
Voting to choose a leader
as a whole class, the students’
Yes, you can add the votes for each candidate. is a democratic
answers in the table on the board.
way to make a
Interpret the information and then
decision.
ask students some questions about
the results.
Leave the table on the board,
or have students copy it in their 88 eighty-eight Unit 3
notebooks.
100 Unit 3
Clarifying Concepts
Interpret data in a table
The information in tables can be

Let’s Learn interpreted literally, but it can also
help us understand the reasons
Tables present information in an organized way and help us interpret data.
behind the choices. Help students
formulate questions that draw out
Class President Election the underlying reasons behind the
information that tables represent.
Candidate Tally Total
Lauren IIIIIIIIIIIII 13
Michael IIIIII 6
Meryl IIIIIIIIIIIIIIII 16
The class president will be Meryl, because she got the most votes.
Let’s Practice
1. Answer using the data in the table. Interpret

Students from second grade registered for sports teams.
Number of Students Registered

Category Tally Total
Beginner IIIIIIIIIIII 12
Intermediate IIIIIIIIIIIIIII 15
Advanced IIIIIIIIII 10
• In which category did most students register?
In the intermediate category. In 5 Minutes
• How many students registered in total? 37 students Put students into small groups and
have them ask questions to each
other about the table on the board
Measurement, Geometry and Data eighty-nine 89 from page 99 of the Teacher’s
Guide.
Notes

Section 3 / Data
2. Answer using the data in the table. Interpret

Some students from 2nd grade were surveyed about their favorite subjects.
Favorite Subject
Subject Tally Total
Computer Science IIII 4
Math IIIIIIIII 9
Physical Education IIIIIII 7
Science IIIIII 6
Clarifying Concepts a. What is the title of the table? Fun Fact!
Favorite Subject The word tally comes

Read the Fun Fact! with students from the Latin word for
and have them explore the idea by very small stick or twig.
counting with pencils or ice-cream b. What question do you think the survey asked? Write it. People used to count with
twigs in the past.
sticks. What is your favorite subject ?
c. How many 2nd grade students answered the question?

In 5 Minutes
4 + 9 + 7 + 6 = 26
Discuss the questions from
26 students answered the question.
the activity with the class. For
example, you can ask students
questions, such as How do you d. Which is the most popular subject?
know that math is the favorite Math
subject? (Because it has the most
votes.)
e. Can you tell how many students preferred English? Explain.
You can also make a table with
students’ favorite subjects, Yes No , because there is no information about the English class in the table.
including more than three rows
.
this time.
90 ninety Unit 3
Worksheet
Strengthen students’
understanding of the content
of this section with Extension
Worksheet 2.
102 Unit 3
Record data in block charts
Recording Data in Block Charts

Let’s Connect
• How many cars of each color are there?
3 4 6
• Color a block for each car of each color.
Number of Cars by Color Possible Difficulty
Comment to students that they

should use the colors of the cars
to color the blocks. That means,
they should color in red the first
three blocks in the first column, in
green the first four blocks in the
second column and in blue the
Red Green Blue
first six blocks in the third column.
Students can number or mark the
Measurement, Geometry and Data ninety-one 91 blocks to help them only color in as
many as needed.

Section 3 / Data
Let’s Learn
Block charts help you record data. The blocks 2nd Graders’ Ages
are colored according to the number of elements
in each category.
For example, of the twenty students in 2nd grade,
eight are 7 years old and twelve are 8 years old.
7 years old 8 years old
Let’s Practice
1. Represent the data in a block chart. Apply

In 5 Minutes
Favorite Pet
them use the tables that they Some 2nd graders were asked
made on pages 88-90 of the to name their favorite pet.
Student’s Book and represent the 9 said dogs, 4 said cats and
information using block charts.
6 said fish.
Dog Cat Fish
92 ninety-two Unit 3
104 Unit 3
Record data in block charts
2. Follow the steps to complete the activity. Apply

Step 1: Ask 15 classmates the question:
“In which month is your birthday?”
Step 2: Record the answers in the table. Answers will vary. For example:
Birthdays of 15 Classmates
Month Tally Total Month Tally Total
January | July |
February | August
March September |||
April || October ||
May ||| November
June December ||
Step 3: Complete the block chart with the data you collected. Answers will vary. For example:
In 5 Minutes
Birthdays of 15 Classmates
Have students compare the results
in the block chart. As a whole
class, make a table and a block
chart with the birthdays of all the
students in the class.
If there are less than 15 students
in the class, write some dates on
the board and ask students to use
them.
September
December
November
February
October
January
August
March
June
April
May
July
Measurement, Geometry and Data ninety-three 93
Notes

Clarifying Concepts

Your Turn! section.
1 Which shape is a triangle?
Read the word problem carefully.
A
Look at the options and determine

B
which answer is correct.
C
Mark your answer with an .
Your Turn!
2 Which shape does not have equal sides?
94 ninety-four Unit 3
106 Unit 3
Unit 3

Evaluation Part 1
1. Circle the month that has 31 days.
FEBRUARY JUNE
M T W T F S S M T W S ST F
1 2 3 1 2
completed if students circle the
4 5 6 7 8 9 10 3 4 5 6 7 8 9 July calendar, since this is the only
11 12 13 14 15 16 17 10 11 12 13 14 15 16 month with 31 days.
18 19 20 21 22 23 24 17 18 19 20 21 22 23 Extra Support:
25 26 27 28 24 25 26 27 28 29 30
Have students review how many
JULY NOVEMBER days each month has.
M T W T F S S M TW T F S S
1 2 3 4 5 6 7 1 2 3
8 9 10 11 12 13 14 4 5 6 7 8 9 10
15 16 17 18 19 20 21 11 12 13 14 15 16 17
22 23 24 25 26 27 28 18 19 20 21 22 23 24
29 30 31 25 26 27 28 29 30
Measure Using Your Body and Objects

Evaluation Part 2
2. Measure the height and width using a paper clip. Answers will vary.
a. b. Consider this part successfully
width completed if students have
correctly measured both objects.
Extra Support:
Help students measure if necessary.
height
clips clips
Measurement, Geometry and Data ninety-five 95
Notes

What Did You Learn?
Recording Data in a Block Chart

Evaluation Part 3
3. Look at the tokens. Complete the block chart with information.

completed if students color the Tokens per Color
block chart correctly.
Extra Support:
Have students review how to
make a block chart.
Red Green Yellow
Two-Dimensional Shapes
Evaluation Part 4
4. Compare the shapes. Write one similarity and one difference between them.
Consider this part successfully Shape Similarity Difference
completed if students identify the
similarity and difference of two
pairs of shapes correctly. They have straight The square has 4
a. sides and the triangle
Extra Support: lines and vertices. has 3 sides.
characteristics of two-
dimensional shapes. They are two- The circle does not
b. have sides and the
dimensional shapes. rectangle has 4 sides.
They are two- The triangle has 3

c. vertices and the circle
dimensional shapes. has none.
96 ninety-six Unit 3
108 Unit 3
Evaluation Part 5
Unit 3

Mark the correct answer with an . 2016
August
M T W T F S S question correctly.
Use the calendar to answer questions 5 – 7. 1 2 3 4 5 6 7
Extra Support:
8 9 10 11 12 13 14
15 16 17 18 19 20 21 Mark on the calendar the day
22 23 24 25 26 27 28
29 30 31
when the month begins.
5. What day of the week does August 2016 start on?

A Monday Evaluation Part 6
B Thursday
C Friday
question correctly.
6. How many Thursdays are there in August 2016? Extra Support:
A 4 Mark all the Thursdays on the
calendar.
B 5
C 9
Evaluation Part 7
7. What day of the week is August 7th?
A Tuesday Consider this part successfully
B Saturday question correctly.
Find T
C Sunday est 3 Extra Support:
Study
Page Mark on the calendar the date that
is asked for.
How Did You Do?
For each color a .
How Did You Do?

Measurement, Geometry and Data ninety-seven 97 there are two frog faces. If

Unit Summary
Language Focus
Ask students to read the summary

together. Propose an activity where Unit 3: Measurement, Geometry and Data
two students act out the dialogue
between Spot and Kiki.
You can measure time in minutes,
How can I measure time? hours, days, weeks, months, years…
What if I want to measure length? You can use objects and

parts of your body as units
of measurement.
I have another question...

What is the name of the
two-dimensional shape you It looks like a circle, but it’s
are playing with? actually a ball of yarn!
110 Unit 3
Clarifying Concepts
Name: Grade:
summary are:
outside
Prepositions can describe where − Location of objects
Location things are: on, under, behind, in − Calendars
front of, left, right. inside − Measuring with
non-standard units of
Location, month DECEMBER
You can use M T W Th F Sa S day measurement
Time and
1
Time a calendar to 2
9
3
10
4 5 6 7 8
11 12 13 14 15 − Two-dimensional shapes
Measurement date
16 17 18 19 20 21 22
organize your time. 23
30
24
31
25 26 27 28 29
− Collecting and interpreting data
− Recording data in block charts
Measuring With You can use non-standardized
Your Body units, such as your hand or a
and Objects pencil, to measure things.
Two-
al side side
Two-Dimension Dimensional
Shapes Shapes vertex vertex
Number of Points Scored

Collecting
Tables help you Name Tally Total
and
organize and
Interpreting John IIIIII 6
understand
Data data. Mike IIII 4
Block charts 2nd Graders’ Ages

Data help you
record data.
Recording They are
Data colored
in Block according to
the number
Charts of elements
in each
category. 7 years old 8 years old

Unit Review

Remov
these activities, review the Let’s Unit 3: Measurement, Geometry and Data e,
answe
r and
Learn sections from the following glue in
your
pages in the Student’s Book. 1. Mark the date on the calendar. notebo
ok.
Question 1: page 75
Question 2: page 76 On Tuesday, September
10th, I have a doctor’s
appointment.
SEPTEMBER
M T W Th F Sa S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
2. Measure the objects with your hand. Answers will vary.
a. Length of your pencil case: hands.
length
b. Width of your math notebook: hands.
width
112 Unit 3
Unit 3
3. Color the sides in and the vertices in . these activities, review the Let’s
Learn sections from the following
glue here
pages in the Student’s Book.
Question 3: page 79
Question 4: pages 89 and 92
4. Do the activity.
A survey asked 10 students to choose their favorite sport. Here are the results:
glue here
basketball, soccer, swimming, basketball, swimming, soccer, basketball,
soccer, basketball, soccer
a. Complete the table with the information above.
Favorite Sport
Sport Tally Total
glue here
Soccer |||| 4
Swimming || 2
Basketball |||| 4
b. Complete the block chart with the information above.
Favorite Sport
glue here
Soccer Swimming Basketball

glue here

Unit Vocabulary
nouns: adoption, adult, charity,

Unit 4
choir, digit, fruit stand, fundraiser,
market, raffle ticket, scale,
situation, strategy, theater Numbers and Operations
verbs: arrange, donate, give away,
identify Up To 1,000
Key Words
adjectives: flat, winning digit
market
adverbs: altogether, differently 1, 2, 3, ...
compose /
Setting Off decompose fruit stand

scale 1,000¢
/kilo
300 + 40 + 9 349 600¢
/kilo
Review the Key Words as a class 349 300 + 40 + 9
790¢
/kilo
and ask students if they recognize
any of the words and images. Then adding in columns
put students in pairs and have 70k0ilo¢
/
them find the Key Words in context H T O
in the unit and write a definition for 4 2 1
each Key Word. Finally, have a class
discussion about what the Key
+ 2 3 5
Words mean and how to use them. 6 5 6

• count, read and write numbers up to 1,000.
• understand place value with hundreds.
• compose and decompose numbers up to 1,000.
• use math strategies to solve addition and subtraction problems.
• work in a clear and organized way.
98 ninety-eight Unit 4
114 Unit 4
Initial Evaluation
The activities on this page test
ns
students’ abilities to add, subtract
and compare numbers.
1. What is the price of one kilogram of bananas?
700 ¢ Math Skills
2. How many children are there? Highlight to students different

There are 18 children. strategies for counting the
children and adults at the market.
850¢
/kilo vegetable stand 800¢
/kilo
3. How many adults are there? For example, crossing out or
numbering using two different
There are 27 adults. colors.
4. How many people are at the market in total?
18
+ 27 Language Focus
45 There are 45 people
in total at the market. Put students into small groups
5. How many more adults than children are at and have them discuss the
the market? products they can find at a local
market. Have students discuss
27
the similarities and differences
− 18
between their market and the one
9 There are 9 more adults in the picture.
than children at the market.
6. Mark the correct sentence with a .
The number of children is greater than

the number of adults.
The number of children is smaller than

the number of adults.
7. Circle any numbers you do not know in the

picture. Discuss them with a partner.
Numbers and Operations Up To 1,000 Answers will vary ninety-nine 99
Notes
Numbers and Operations Up To 1,000 115

Section
1 Numbers Up To 1,000
Organization Reading and Writing Numbers Up To 1,000
UNIT 4 Let’s Connect
Numbers and Operations Up To
1,000
The winning raffle ticket is
Section 1: Numbers Up To 1,000 seven hundred forty-two!
• Reading and Writing Numbers Up To
1,000
• Counting by 100s Up To 1,000 How do I say
• Hundreds and Thousands that number?
• Place Value
• Composing and Decomposing Numbers raff le
t
ticke
742
Alice
Language Focus
• What information do you need to know if Alice has the winning
raffle ticket?
Tip
The Tip suggests a sentence
Sentence starter:
starter to help students formulate You need to know how to read and write the number 742. I need to know...
the question they need to answer
the first part of the activity. • How many hundreds, tens and ones does Alice's raffle ticket have?
Tell students that they can use H T O
this sentence starter or other
alternatives. 7 4 2
• What digit is in the hundreds place?
The digit 7 is in the hundreds place.

In 5 Minutes
• Who has the winning raffle ticket? How do you know? Explain.
Write some three-digit numbers
on the board and ask students to The winner of the raffle is the person with the number 742, because that is how the number
identify the hundreds, tens and
seven hundred forty-two is written. Alice has the winning ticket.
ones in each case. Make sure that
students understand the concepts
100 one hundred Unit 4
of hundred, tens and ones at this
stage.
116 Unit 4
Read and write numbers up to 1,000

Clarifying Concepts
Let’s Learn Help students understand how to

read and write three-digit numbers
that are greater than 100.
To read numbers with 3 digits, you start with the digit, in the hundreds, then the digit in the
tens and finally, the digit in the ones place. For example, you can ask students
questions such as, How do you
The digit in the hundreds place can have these values: read and write the number 777?
And then explain that the 7 in the
1 one hundred 4 four hundred 7 seven hundred ones place is written as seven.
The 7 in the tens place is written
2 two hundred 5 five hundred 8 eight hundred as seventy. The 7 in the hundreds
place is written as seven hundred.
3 three hundred 6 six hundred 9 nine hundred
Therefore, the number 777 is read
and written as seven hundred
Hundreds Tens Ones seventy-seven.
3 6 8
So, 368 is three hundred sixty-eight . Possible Difficulty
If students have difficulty working

with three-digit numbers, start
Let’s Practice with two-digit numbers, to give
them the opportunity to remember
1. Write the word forms of the red digits. Understand how to read and write them.
a. 258 The digit in the hundreds place is written two hundred .
b. 854 The digit in the hundreds place is written eight hundred .

In 5 Minutes
2. Write the word forms of the numbers. Represent
a. 354 three hundred fifty-four . and have each group write
five three-digit numbers. Then
b. 953 nine hundred fifty-three . students exchange the numbers
and write them in their word
c. 541 five hundred forty-one . forms.
Numbers and Operations Up To 1,000 one hundred one 101
Notes

Teacher Tip
Section 1 / Numbers Up To 1,000
Have students create their own

representations of hundreds, tens Counting by 100s Up To 1,000
and ones with pieces of paper.
Then have them represent the Let’s Connect
That's true, but how many
situation in the Let’s Connect 100, 200... 300.
squares do we have in total?
section. We have 300 squares altogether.
We arranged the 100
Students should save their squares differently.
material to use later.
Milton Karen Dan
Challenge
Combine blocks with a partner.
• How many squares does each child have? How many ways can you arrange
them? What flat shapes can you
Each child has 100 squares. make?
• How did Dan count? What numbers did he say out loud?
He counted by 100 and said the numbers 100 , 200 and 300 .
• Mark the place value that changes with a .
In 5 Minutes
hundreds tens units
Use real objects, for example
the pieces of paper students
made, to represent how a number • If Milton had 124 squares and Karen and Dan
224 total number
324
changes when counting by 100s.
For example, represent 254 and
had 100 each. How would Dan count the
squares?
124 of squares
ask students what they should

do to count by 100s. (They should
add one hundred each time, that
is, add a one-hundred piece of 102 one hundred two Unit 4
paper.)
118 Unit 4
Count by 100s up to 1,000
Let’s Learn Clarifying Concepts
When counting by 100s, the digit in the hundreds place changes. Write some different sequences
on the board, counting by 100s,
forward or backward, and ask
Counting forward by 100s.
students to continue them.
118 , 218 , 318 , 418 , 518
Counting backward by 100s.
625 , 525 , 425 , 325 , 225
Let’s Practice
1. Complete by counting forward or backward. Understand
a. 0 , 100 , 200 , 300 , 400 , 500
b. 853 , 753 , 653 , 553 , 453 , 353
c. 95 , 195 , 295 , 395 , 495 , 595
2. Count by 100s to complete. Apply In 5 Minutes

a. Start with 965 and count backward.
965 , 865 , 765 , 665 , 565 , 465 one student in each pair say a
starting number and then the
b. Start with 354 and count forward. other student in the pair count
forward by 100s until he/she has
354 , 454 , 554 , 654 , 754 , 854 five numbers.
Then students repeat the activity
counting backward. Make sure
Numbers and Operations Up To 1,000 one hundred three 103 that they choose large enough
numbers.
Notes

Clarifying Concepts
It is important to establish
equivalences between thousands Hundreds and Thousands
and ones, and tens and hundreds.
Work on equivalences using the Let’s Connect
material that students made on
page 102. How many small
squares are there?
1 Th equals 10 H. There are 100 squares!
1 Th equals 100 T.
• How many ones are there in the teacher's number square? 100 ones
• How many tens are in the teacher's number square? 10 tens
In 5 Minutes
• How many number squares are on the table? 10 number squares
and have them form equivalences • How many ones are on the table? 1,000 ones
using their materials from page
102 or other objects. For example, • The children say that ten number squares equal 1,000? Are they correct? Explain.
have students form 3 hundreds
Yes, because each number square equals 100, and 10 times 100 equals 1,000.
using 30 tens, or 8 tens using 80
ones.
104 one hundred four Unit 4
120 Unit 4
Identify hundreds and thousands
Let’s Learn
1 thousa
thousand 1 hundred
ten hundreds
one thousand equals one hundred tens
one thousand ones
Let’s Practice Did You Know...?

Cutouts
1. Use the number squares in Cutout 3 on page 157 to represent The thousands place
value is represented
the answer. Represent To do activity 1, ask students to
by Th.
4 hundreds and 2 tens
In 5 Minutes
Have students form different

numbers using real objects. For
example, they should make 452
using 4 hundreds, 5 tens and 2
ones.
Numbers and Operations Up To 1,000 one hundred five 105
Notes

Place Value
Let’s Connect
George is representing a number using squares.

Teacher Tip
Have students use the materials

they made on page 102 to
represent the equivalences in the
Let’s Connect section.
• How many hundreds or groups of 100 did George make?
He made 5 hundreds, which equals 500 ones.
• How many tens did George make?
He made 4 tens, which equals 40 ones.
• How many ones are left?
7 ones are left.

Answer Key
• What number did George represent with the squares?
Ask students to explain their He represented the number 547 .
answers to the final part of the
activity so that they can reflect on • George thinks he can use the same number of (ones) to represent the number 745. Do you
the place values of digits. agree?
Yes No , because they are different numbers. In the first case, 547 ones are needed
and in the second case, 745 ones are needed. .

In 5 Minutes
106 one hundred six Unit 4
Use objects to represent different
numbers and ask students
to answer which number is
represented. After representing
each number, write different
numbers with the same digits on
the board and ask students which
one is represented. This activity
should help students understand
the final question on page 106 of
the Student’s Book.
122 Unit 4
Clarifying Concepts
Understand place value
Let’s Learn Put students into small groups

and have them count out 235
beans.
321 and 132 have the same digits, but they are represented differently:
Then have each group make
groups of 100 beans. Ask students
321 132 to make groups of 10 beans with
those left over.
Students can then express the
number as
2 hundreds, 3 tens and 5 ones.
Have groups form different
numbers greater than 100 and
H T O H T O less than 1,000.
3 2 1 1 3 2
is in the hundreds place with a place value of 300 in the number 321.
The digit 3 is in the tens place with a place value of 30 in the number 132.
In 5 Minutes
is in the ones place with a place value of 1 in the number 321. Make a table similar to the
The digit 1 is in the hundreds place with a place value of 100 in the number 132. one in activity 1 with different
numbers and highlighting a digit
each time. As a whole class, and
before working on activity 1, have
Let’s Practice
students complete the table.
1. Complete the table according to the red digits. Apply
Number Position Value
a. 258 Hundreds 200
b. 655 Ones 5
c. 931 Tens 30
d. 1,000 Thousands 1,000
Numbers and Operations Up To 1,000 one hundred seven 107
Notes

Teacher Tip
Make a set of cards that includes

hundreds, tens and ones (similar Composing and Decomposing Numbers
to the cards in the picture). Then
make a number with the cards Let’s Connect
and ask students to say what the Teresa and Carl are making numbers with number cards. What number cards do I use
number is, or write a number and to make the number 353?
ask students which cards you
should use.
• What number cards did Teresa use?
Teresa used the cards 100, 20 and 1.
• What number is Teresa making? The number 121

Tip
• Represent the number Carl will make.
Go back to Unit 2 to
3 0 0 5 0 3 review composing and
decomposing numbers.
Let’s Learn
In 5 Minutes Composing a number means constructing a number using the place value of its digits.
2 hundreds, 5 tens and 9 ones

one student write the hundreds, 200 + 50 + 9 259
tens and ones that form a Decomposing a number means breaking down a number using the place value of its digits.
certain number, and the other
student identify and say what 862 8 hundreds, 6 tens and 2 ones
the number is.
800 + 60 + 2
108 one hundred eight Unit 4
124 Unit 4
Let’s Practice
1. Decompose the numbers. Apply

a.
658
600 + 50 + 8
b.
962
900 + 60 + 2
Quiz Yourself
Read the situation and answer. Worksheet
The number 806 has You can strengthen the content of

8 hundreds and 6 tens. this section with Reinforcement
• Is the boy correct? Worksheet 1 and Extension
Worksheet 1.
Yes No , because the 6 is in the ones place, instead of the tens place, so it represents
6 ones and not 6 tens. .

In 5 Minutes
• Represent the number 806 by completing the number cards.
8 0 0 0 0 6 one student write a number and
the other decompose it, writing it
Numbers and Operations Up To 1,000 one hundred nine 109 as hundreds, tens and ones, and
then as an addition.
Notes

Let’s Check!
Reading and Writing Numbers Up To 1,000
Evaluation Part 1 1. Write the word form.
Consider this part successfully a. 256 two hundred fifty-six

completed if students have
b. 650 six hundred fifty
correctly written at least three of
the numbers presented. c. 809 eight hundred nine
Extra Support:
d. 500 five hundred
Write the numbers according to
their place value first and then
the full number. Hundreds and Thousands
2. Use Cutout 4 on page 159. Compose and represent the number.
2 hundreds and 6 tens

Cutouts

Evaluation Part 2

completed if students correctly
represent what is asked for.
Extra Support:
Have students review how a
hundred, a ten and a one are
represented using squares.
110 one hundred ten Unit 4
126 Unit 4
Unit 4
Evaluation Part 3
Intermediate Evaluation Consider this part successfully

Counting by 100s Up To 1,000 answer both questions.
Extra Support:
3. Count by 100s:
Represent the situation with
a. Count forward. Start with 350. numbered cards.
350 , 450 , 550 , 650 , 750
b. Count backward. Start with 952. Evaluation Part 4

952 , 852 , 752 , 652 , 552
Place Value completed if students color the
correct answers.
4. Color the numbers where the digit 3 has a place value of 300.
Extra Support:
203 130 930 Use numbered cards to represent
the numbers, or decompose them
350 643 379 837 into hundreds, tens and ones.
5. Decompose and compose the numbers.

Evaluation Part 5
a. 658 = 600 + 50 + 8
b. 900 + 60 + 9 = 969 write the numbers in their
composed and decomposed forms.
How Did You Do? Extra Support:
For each color a . Have students review composition
and decomposition of numbers.
111
How Did You Do?
Numbers and Operations Up To 1,000 one hundred eleven


Section
2 Addition and Subtraction

Organization Strategies for Solving Addition Operations
UNIT 4 Let’s Connect
Numbers and Operations Up To
1,000 Students have collected toys to give away for Christmas. They have collected 245 toys for girls
Section 2: Addition and Subtraction and 233 toys for boys.
• Strategies for Solving Addition Louis and Maggie calculated the number of toys differently.
Operations
• Strategies for Solving Subtraction
Operations Louis Maggie
H T O
• Word Problems with Addition and 245 = 200 40 5
Subtraction + 233 = 200 30 3 2 4 5
400 + 70 + 8 = 478 + 2 3 3
4 7 8
Clarifying Concepts
We collected 478 toys in total. We collected 478 toys in total.
Focus students’ attention on the
Tip
Tip and explain that the terms • How did Louis calculate the total number of toys? Explain his strategy.
of an addition operation are the The terms in
Louis decomposed each number according to its place value and an addition
addends and the answer is called
operation are:
the sum. then added them.
34
addend
+ 51
• How did Maggie calculate the total number of toys? Explain her strategy. 85 sum
Lead In Maggie put the numbers in order according to their place values
and then added them vertically.

As a whole class, solve a couple
of additions using both strategies • Did they get the same answer? Why or why not? Explain.
from the Let’s Connect section.
Then ask students which strategy Yes, because both of them added the same numbers but used different strategies.
they prefer and why. Both
strategies can be used.
112 one hundred twelve Unit 4
128 Unit 4
Strategies for addition operations
Let’s Learn
There are different strategies you can use to solve addition operations.
By adding in columns: The ones, By decomposing: The addends are broken

tens and hundreds are added without down based on the place values of their
breaking down any number. numbers. Then they are composed.
H T O
4 2 1 421 = 400 20 1
+ 2 3 5 + 235 = 200 30 5
6 5 6 600 + 50 + 6 = 656
Let’s Practice
1. Solve the addition operations. Apply

a.
H T O
150 = 100 50 0
1 5 0
+ 3 2 0 + 320 = 300 20 0
4 7 0 400 + 70 + 0 = 470
In 5 Minutes
b. Put students into small groups

H T O 200 30 5
235 = and have each group write three
2 3 5 additions and exchange them
+ 624 = 600 20 4 with another group. Tell students
+ 6 2 4 to solve the additions using both
8 5 9 800 + 50 + 9 = 859 strategies. Groups should check
the answers all together.
Numbers and Operations Up To 1,000 one hundred thirteen 113
Notes

Strategies for Solving Subtraction Operations

Let’s Connect
A class collects 478 toys, and they donate 116 to a kindergarten. Thomas and Maria want to know
how many toys are left. They use different strategies.
Clarifying Concepts
Thomas H T O Maria
Focus students’ attention on the 478 = 400 70 8 4 7 8
Tip and explain that the terms of – 116 = 100 10 6 – 1 1 6
a subtraction operation are the
300 + 60 + 2 = 362
minuend, the subtrahend and 3 6 2
is the difference, which is the
answer.
There are 362 toys left. There are 362 toys left.
• How did Thomas calculate the number of toys left? Explain. Tip
Thomas decomposed each number according to its place
In 5 Minutes The terms in a
subtraction operation
value and then subtracted them. are:
As a whole class, solve a couple 56 minuend
of subtractions using both − 23 subtrahend
• How did Maria calculate the number of toys left? Explain.
strategies from the Let’s Connect 33 difference
section. Ask students which Maria put the numbers in order according to their place values and then subtracted
strategy they prefer and why.
Ask them if they chose the same them vertically.
strategy as they did for addition.
Education through
g Values
Language Focus Would you and your classmates like to start a fundraiser to collect toys and
give them to a charity for children?
Discuss the Education through
Values section with students and
ask them for their opinions on the 114 one hundred fourteen Unit 4
subject.
130 Unit 4
Strategies for subtraction operations
Let’s Learn
There are different strategies you can use to solve subtraction operations.
By subtracting in columns: The ones, By decomposing: The minuend and
tens and hundreds are subtracted without subtrahend are broken down based
breaking down any number. on the place value of their numbers.
Then the subtrahend values are
H T O subtracted from the minuend values. Possible Difficulty
8 4 5 845 = 800 40 5
– 2 3 1 It is important to explain to
– 231 = 200 30 1 students that when solving
6 1 4 a subtraction operation, the
600 + 10 + 4 = 614
minuend must always be greater
than the subtrahend. To make this
Let’s Practice clear, give examples from daily
life where a quantity is subtracted
1. Solve the subtraction operations. Apply from a greater one.
a.
H T O
560 = 500 60 0
5 6 0 In 5 Minutes
– 2 1 0 – 210 = 200 10 0
3 5 0 300 + 50 + 0 = 350 again and have each one write
three subtractions and exchange
them. Make sure that in each case
b. the minuend is greater than the
H T O 999 = 900 90 9 subtrahend. Then have students
solve the subtractions using both
9 9 9
– 818 = 800 10 8 strategies. Groups should check
– 8 1 8 the answers all together.
1 8 1 100 + 80 + 1 = 181
Worksheet
Numbers and Operations Up To 1,000 one hundred fifteen 115
When students have finished the

Let’s Practice section, have them
Notes use Reinforcement Worksheet 2 to
practice addition and subtraction
operations.

Word Problems with Addition and Subtraction

Let’s Connect
It's our job to order the flowers for the school flower festival
on Friday. We need 600 flowers for the primary school.
And 300 for the secondary school. How

many flowers do we need all together?
Danielle James
• Explain, in your own words, what James asks Danielle.
James asks Danielle how many flowers they need all together for the school flower festival.
In 5 Minutes • What information does Danielle have to answer the question?
Danielle knows they need 600 flowers for primary school and 300 flowers
Change the numbers in the
problem and, as a whole class, for secondary school.
ask students to answer the
problem again. • Which operation will Danielle use to answer the question? Mark the operation and solve it.
For example, they need 700
addition subtraction
flowers for primary school and
100 for secondary school, or, Do not forget
a little harder, 623 flowers for 600 to check your
primary school and 214 for + 300 answer!
secondary school. Make sure 900
that the addition does not have
transformations, which means
that the addition in each position
should equal less than 10. Danielle and James need 900 flowers in all.
answer
116 one hundred sixteen Unit 4
132 Unit 4
Solve addition and subtraction word problems
Let’s Learn
A word problem is a math problem about a specific situation that is written out in words.
Read the situation and identify the Danielle and James need 600 flowers for the
information that will answer the question.
primary school and 300 for the secondary school.
How many flowers do Danielle and James need? Clarifying Concepts

H T O
Comment to students that it can
Choose the correct operation and 6 0 0 be helpful to use a step-by-step
pick a strategy to solve the problem.
+ 3 0 0 process to solve word problems.
• Read and understand the
9 0 0
situation and question.
Answer the question. Danielle and James need 900 flowers in total. • Select the important
information that helps you
answer the question.
• Choose a strategy and
1. Identify the important information from the questions. Mark the operations that solve the word calculate the answer.
problems with a . Then answer the word problems. Analyze • Check the solution and answer.
a. Paulina has $940 and she donates $500 to a charity. How much money does she have left?
information Paulina has $940. She donates $500. addition

In 5 Minutes
answer Paulina has $940 − $500 = $440 left. subtraction
Divide the class into two or more
b. A choir is made up of two groups of people. In one group there are 63 people, and in the teams and write two problems
other there are 103 people. How many people are in the choir in all? on the board, one that uses
an addition and the other a
information One group has 63 people. The other group has 103 addition subtraction. Then have teams solve
people.
the operations. The first team to
answer There are 63 + 103 = 166 people in all in the choir. subtraction answer the problems correctly wins.
Numbers and Operations Up To 1,000 one hundred seventeen 117

Worksheet
When students have finished this

Notes
section, have them use Extension
Worksheet 2 to practice word
problems with addition and
subtraction.

In 5 Minutes

Your Turn! section.
1 How is the number seven hundred eighty written numerically?
Read the question

A 680 carefully.
B 708
C 780 Find the correct answer in the
options and mark it with an .
Your Turn!
2 What is the word form for 603?
A Sixty-three
B Six hundred three
C Six hundred thirty
118 one hundred eighteen Unit 4
134 Unit 4
Unit 4
Evaluation Part 1

completed if students write at
Reading and Writing Numbers Up To 1,000 least two numbers correctly.
1. Write the numbers. Extra Support:
a. Five hundred twelve Separate the numbers and then
512
add them and write them in their
composed forms. For example, five
b. Two hundred three 203 hundred twelve would be 500 + 12,
which is 512.
c. Three hundred fifty 350
2. Write the word forms of the numbers.

Evaluation Part 2
a. 430 four hundred thirty
seven hundred sixteen Consider this part successfully

b. 716
completed if students write at
c. 188 one hundred eighty-eight least three numbers in their word
form.
d. 293 two hundred ninety-three
Extra Support:
Counting by 100s Up To 1,000 Have students review how to write
numbers in word form.
3. Answer the word problems.
Count forward by 100s and start with
a. 251. What is the third number?
Evaluation Part 3
The third number is 451 .
b. When counting backward by 100s starting
completed if students answer both
with 698, what is the fifth number?
problems correctly.
Extra Support:
The fifth number is 298 . Represent the problems with real
objects.
Numbers and Operations Up To 1,000 one hundred nineteen 119
Notes

What Did You Learn?

Evaluation Part 4
4. Compose and decompose the numbers.
a. 506 = 500 + 0 + 6
completed if students compose
or decompose at least three
numbers correctly. b. 900 + 20 + 7 = 927
Extra Support:
c. 472 = 400 + 70 + 2
Have students review composition
and decomposition of numbers.
d. 500 + 0 + 5 = 505
Addition and Subtraction Word Problems

Evaluation Part 5
5. An animal adoption center has 210 dogs and 89 cats. How many animals
are at the adoption center in all?
completed if students answer the addition
information There are 210 dogs and 89 cats.
word problem correctly.
subtraction
Extra Support:
Review the step-by-step process
for solving word problems. strategy Strategies may vary.
210
+ 89
299
answer There are 299 animals in all.
120 one hundred twenty Unit 4
136 Unit 4
Unit 4
Use the picture to answer questions 6 and 7.
Yogurt with Yogurt with Fresh

Cereal Fruit Yogurt
$5 $8 $4
Evaluation Part 6
Chocolate $7
St rawberry Milk
Milk $9
6. Michael goes to the store with $251. How many hundreds, tens and ones problem correctly.
does he have? Extra Support:
Review how to decompose
A 2 0 0 5 0 1 numbers.
B 5 0 0 1 0 2
C 1 0 0 2 0 5 Evaluation Part 7
7. Michael has $251. He buys chocolate milk, strawberry milk and yogurt with Consider this part successfully
cereal. How much money does he have left? completed if students answer the
problem correctly.
A $227
Extra Support:
B $230 Find T
est 4 Have students review the Word
Study Problems with Addition and
C $231
Page Subtraction section.
How Did You Do?
For each color a .
How Did You Do?
Numbers and Operations Up To 1,000 one hundred twenty-one 121 there are two frog faces. If

Unit Summary
Language Focus

together. Propose an activity where Unit 4: Numbers and Operations Up To 1,000
Now I know that numbers with
three digits have hundreds, I don’t understand. We
tens and ones. already learned about ones.
Yes! We also know that 10 Spot, you’re getting confused.

hundreds equal one thousand. Ones are different from one
thousand.
Now I know two ways

Ohhhhh! Spot, we also learned
to add and subtract. Yes! We can add and
about different addition and
subtraction strategies. subtract in columns or by
decomposing.
That’s right! We also learned how to

solve word problems!
Now I can identify ...which makes them
hem much
the different parts easier to solve!
off a wordd problem...
bl
138 Unit 4
Clarifying Concepts
Name: Grade:
summary are:
Reading and
Writing Numbers 584 is written five hundred eighty-four − Numbers up to 1,000
Up To 1,000 − Reading and writing numbers
− Counting by hundreds
Counting by Count forward by 100s
− Hundreds and thousands
Hundreds 328 428 528 628 − Place value
− Composing and decomposing
Hundreds and 10 hundreds equal 1 thousand numbers
Thousands 10 H = 1 Th − Addition and subtraction
Numbers Up To strategies
1,000 The digit 3 has different values: − Word problems with addition
Place • 300 in the number 321 and subtraction
Value • 30 in the number 132
• 3 in the number 213
Composing and
Composing 400 + 10 + 8 = 418
Decomposing
Numbers
Decomposing 793 = 700 + 90 + 3
Addition and
845 = 800 40 5
Subtraction – 231 = 200 30 1
Strategies
600 + 10 + 4 = 614
Addition and 1. Read the word problem.
Subtraction
Word Problems 2. Identify the information that answers
with Addition the question.
and Subtraction 3. Choose the correct operation.
4. Choose a strategy to solve the problem.

Unit Review

Test 4 Study Page • Review Remov
answe
e,
r and
glue in
these activities, review the Let’s Unit 4: Numbers and Operations Up To 1,000 your
notebo
Learn section from the following ok.
pages in the Student’s Book. 1. Complete the table.
Question 1: page 101
Question 2: pages 103 and 107 Number Word Form

a.
three hundred twenty

320
b.
one hundred thirty-eight
138
2. Order the numbers from smallest to greatest.
432 , 347 , 844 , 485 , 381 , 836
347 , 381 , 432 , 485 , 836 , 844
3. Compose and decompose the numbers.
a. 900 + 10 + 3 = 913
b. 402 = 400 + 0 + 2
140 Unit 4
Unit 4
4. Solve the operations. these activities, review the Let’s
Learn section from the following
glue here
a. pages in the Student’s Book.
H T O Question 4: pages 113 and 115
260 = 200 60 0
2 6 0 Question 5: page 117
+ 2 1 0 + 210 = 200 10 0
4 7 0 400 + 70 + 0 = 470
glue here
b. H T O
789 = 700 80 9
7 8 9
– 3 1 3
– 313 = 300 10 3
4 7 6 400 + 70 + 6 = 476
5. Solve the word problem.
glue here
There are 674 people in a theater. 362 are children and the rest are adults.
How many adults are in the theater?
There are 674 people and 362 are addition

information
children. subtraction
glue here
Strategies may vary.

strategy
674
− 362
312
answer There are 312 adults in the theater.

glue here

Unit Vocabulary
nouns: basket, button, chick,

Unit 5
cookie, eyelid, fishbowl, fish tank,
ladybug, letter, mail box, marble,
ultiplication and
mistake, notebook, oatmeal, pack,
Key Words M
page, pattern, pear, rule, sea
horse, sequence, starfish, street, multiplication
um b er Seq uences
tray, truck, vase
verbs: arrange, blink, build, store,
3 × 6 = 18 N
wear, work out
×
times
adjectives: even, hard, odd, tidy
sea horse
adverbs: last
repeated addition
Setting Off 3+3+3+3
Have a class discussion about number sequence

fish tank
pets. Put students into small
groups, have them look at the 2 4 6
fish
picture and discuss what they see.
Then ask them to talk about what
pets they have and what their
favorite animals are.

• count by 2s, 5s and 10s and understand their relation to multiplication.
• understand simple representations of multiplication.
• understand multiplication as repeated addition.
• recognize, continue and complete number sequences.
• do your work in a clear and organized way.
122 one hundred twenty-two Unit 5
142 Unit 5
Initial Evaluation
The activities on this page test

students’ counting, adding and
grouping skills, and introduce
Look at the picture and answer. students to the topics in this unit.
s 1. How many groups of are there?
Teacher Tip
There are 3 groups.
Ask students how they got the
2. How many does each group have? answer to question 3. Elicit the
different counting/grouping
Each group has 5 . methods they used, so students
can start counting using a
strategy that works for them.
3. How many are there in total?
There are 15 in total.
4. How many are there in the four

tanks on the left?
Did you know that fish have no There are 12 in total.

eyelids, so they do not blink?
5. Draw two groups of 7 in the empty

fish tanks.
starfish
Multiplication and Number Sequences one hundred twenty-three 123
Notes
Multiplication and Number Sequences 143

Section
1 Math Strategies
Organization Counting by 2s

Multiplication and Number Sequences Andrea and Jim are playing a guessing game.
Section 1: Math Strategies Hmm! That’s hard!
Ten students from 2nd grade are in the
• Counting by 2s classroom together. If they are all wearing Let me work it out.
• Counting by 5s shoes, how many shoes are there?
• Counting by 10s
Teacher Tip
Have students use real objects,

such as marbles or beans, to • How many shoes does one person wear? Represent the shoes using .
represent the situation in the Let’s
Connect section.
I count 2 shoes.
Students can also represent the
situation in the Let’s Connect
section by counting their hands:
one student has two hands, two • How many shoes do two people wear? Represent the shoes using .
students have four hands, etc.
I count 4 shoes.
• How many more shoes do you count each time a person is added? I count 2 shoes.
• What numbers will Jim count?
2 , 4 , 6 , 8 , 10 , 12 , 14 , 16 , 18 , 20
124 one hundred twenty-four Unit 5
144 Unit 5
Common Mistake
Count by 2s
Let’s Learn Students might count

consecutively rather than by
2s. Have students practice
When counting by 2s, you add or subtract 2 each time.
counting by 2s using the following
activities.
When counting forward by 2s:
On the board, link the concept to a
2 4 6 8 10 12 14 add 2 person who jumps by 2s.
, , , , , ,
With the whole class, play a game
where students count by 2s by
When counting backward by 2s:
saying the number that follows.
The first number should vary and
20 , 18 , 16 , 14 , 12 , 10 , 8 subtract 2
the count can be increasing or
decreasing.
Let’s Practice
Teacher Tip
1. Count by 2s to complete the number series. Apply Challenge
a. "2, 4, 6, 8 who do we
12 , 14 , 16 , 18 , 20 , 22 appreciate? Teacher!
Write some counts on the board,
Teacher! Goooo Teacher!" counting forward or backward by
Now choose a friend and 2s, and ask students to continue
b. 92 , 90 , 88 , 86 , 84 , 82 chant for them, too! counting. Help students that have
difficulty counting.
c. 52 , 54 , 56 , 58 , 60 , 62
2. Count by 2s to complete the number series. Apply In 5 Minutes

a. Start with 28 and count forward.
Put students into small groups and
28 , 30 , 32 , 34 , 36 , 38 , 40 have them write a three-number
count, counting forward by 2s. Then
b. Start with 58 and count backward. have groups exchange their work
and complete the count to obtain
58 , 56 , 54 , 52 , 50 , 48 , 46 five more numbers in the series.
Ask students to count backward by
Multiplication and Number Sequences one hundred twenty-five 125 2s, but check that they start with
a large enough number.
Notes

Teacher Tip
Have students use real objects

such as matchsticks, colored Counting by 5s
tokens, buttons or marbles to Let’s Connect
represent the numbers in the Let’s
Connect section. Carla’s uniform includes a sweater with 5 buttons.
Students can also represent
the situation in the section by
counting the fingers on each hand:
there are five fingers on one hand,
ten fingers on two hands, etc.
• How many buttons can you count on each student’s sweater? Represent them using .
I count 5 buttons.
• How many buttons can you count on two students' sweaters? Represent them using .
I count 10 buttons.
• How many buttons can you count on three students' sweaters? Represent them using .
I count 15 buttons.
• How many more buttons do you count each time you add a student? I count 5 buttons.
• What numbers will Carla count?
5 , 10 , 15 , 20 , 25 , 30 , 35 , 40 , 45 , 50
126 one hundred twenty-six Unit 5
146 Unit 5
Count by 5s
Let’s Learn
When counting forward by 5s:
5 , 10 , 15 , 20 , 25 , 30 , 35 add 5
Teacher Tip
When counting backward by 5s: Write some counts on the board,

counting forward or backward by
50 , 45 , 40 , 35 , 30 , 25 , 20 subtract 5
5s, and ask students to continue
counting.
Let’s Practice
1. Count the number sequences. Trace forward or backward. Identify
a. 15, 20, 25, 30, 35, 40 forward backward
b. 90, 85, 80, 75, 70, 65 forward backward
2. Complete by counting by 5s forward or backward. Apply Challenge

Around the World
a. 20 , 25 , 30 , 35 , 40 , 45 The first person starts
with 5, then the next
In 5 Minutes
person counts by 5 and
b. 80 , 75 , 70 , 65 , 60 , 55 says 10, and so on. The Put students into pairs. Ask each
first person to make a
mistake is out. How high pair to write a three-number count,
3. Complete by counting by 5s. Start with 85 and count backward. can you go? counting forward by 5s. Then have
students exchange their work with
another pair and continue the
85 , 80 , 75 , 70 , 65 , 60 , 55 counts to obtain five more numbers
in the series.
Ask students to count backward by
Multiplication and Number Sequences one hundred twenty-seven 127 5s, but check that they start with
a large enough number.
Notes

Counting by 10s
Let’s Connect
Each pack has 10

notebooks.
Teacher Tip
Allow students to check their

answers in small groups. Then • How many notebooks are in two packs? Represent them using .
check them together as a whole
class and ask students why it is
often practical to form groups of I count 20 notebooks.
tens to count.
• How many notebooks are in 3 packs? There are 30 notebooks in 3 packs.
• How many notebooks are in 10 packs? Complete by adding the number of notebooks in each
pack.
10 , 20 , 30 , 40 , 50 , 60 , 70 , 80 , 90 , 100
128 one hundred twenty-eight Unit 5
148 Unit 5
Clarifying Concepts
Count by 10s
Let’s Learn Work indirectly with the concept of

division by doing activities such
as the following:
Have students make a group of
When counting forward by 10s: 30 elements. Then ask them, If
you separate the elements into six
10 , 20 , 30 , 40 , 50 , 60 , , 70 add 10 equal groups, how many elements
will each group have?
When counting backward by 10s: Do this activity with numbers that
are multiples of 2, 5 and 10.
100 90 80 70 60 50 40 subtract 10
, , , , , ,
Worksheet
Let’s Practice
When students have counted
1. Count by 10s. Apply
by 2s, 5s and 10s, they can
a. Start with 30 and count forward. strengthen this content with
Reinforcement Worksheet 1.
30 ,
40 , 50 , 60 , 70 , 80 , 90
b. Start with 90 and count backward.

In 5 Minutes
90 ,
80 , 70 , 60 , 50 , 40 , 30
Students can work once again
Quiz Yourself in small groups to write a
three-number count, counting
Look at how the children count and answer. Five, ten, fifteen, twenty, forward by 10s. Then have them
twenty-five, thirty,
exchange their work and complete
• What numbers are the children counting by? thirty-five…
the counts to obtain five more
Explain. numbers in the series.
Three, eight, Ask students to work counting
Both count by 5s, because when we calculate the thirteen, eighteen,
backward by 10s, but check that
twenty-three,
difference between two consecutive numbers, we get 5. twenty-eight… they start with a large enough
number.
Multiplication and Number Sequences one hundred twenty-nine 129

Section
2 Representing Multiplication
Groups with Equal Numbers of Objects
Organization
Let’s Connect
UNIT 5:
Peter is storing his toy car collection in boxes.
Multiplication and Number Sequences
Section 2: Representing Multiplication
• Groups with Equal Numbers of Objects
• Multiplication as Repeated Addition
Cutouts
To do activity 2, ask students to • How many boxes did Peter use to store his cars? He used 3 boxes.
• How many cars did he store in each box? Represent the cars using Cutout 5 on page 161.
Promote tidiness and order with

your students, both at school and
at home.
Peter stored 5 cars in each box.
• How many equal groups of cars are there? There are 3 groups of 5 cars.
In 5 Minutes
When students have finished Education through

g Values
the Let’s Connect section and If you keep your toys and materials well organized, you can find them faster and
checked their answers, pose keep your house and classroom clean and tidy.
questions about the cutout they
did not use: How many cars would
be in each box if they had used it? 130 one hundred thirty Unit 5
(3 cars) How many equal groups of
cars would there be in that case?
(3 groups of 3 cars) How many
cars would there be in all in that
case? (9 cars)
150 Unit 5
Represent multiplication with equal groups of objects
Let’s Learn
Multiplication is related to counting equal groups of objects.

How many pencils are there?
Developing Skills
There are 2 pencil cases.
Each pencil case has 3 pencils. Have students use objects to
represent groups of equal numbers
There are 2 times
imes 3 pencils. of elements and reproduce the
2×3 = 6 situations presented on the Let’s
Practice section.
Let’s Practice
1. Look at the pictures. Complete. Apply
There are 2 trays.
a.
Each tray has 6 glasses.
There are 2 times 6 glasses.
There are 3 packs of yogurt.

b.
Each pack has 4 cups of yogurt.
There are 3 times 4 cups of yogurt.
2. Draw the group of objects. Complete. Represent In 5 Minutes

There are 2 bags each with 10 nuts.
Put students into pairs. Ask
them to use different objects to
create groups of equal numbers
There are 2 times 10 nuts.
and leave them on their desks.
Then have pairs walk around
the classroom counting the total
Multiplication and Number Sequences one hundred thirty-one 131 number of elements represented in
the groups on the desks.
Notes

Section 2 / Representing Multiplication
Multiplication as Repeated Addition

Let’s Connect
I am going to buy 3
cartons of eggs.
Cutouts • How many eggs are in each carton?
There are 6 eggs in each of the 3 cartons.

To do activity 2 from the Let’s
Connect section, ask students to
use Cutout 6 on page 161. • Represent the quantity of eggs in each carton using Cutout 6 on page 161.
In 5 Minutes
When students have finished the

Let’s Learn section and checked • The lady adds the number of eggs in each carton in order to know how many eggs she is buying
their answers, you can, once in total. How many eggs are there? Complete the addition operation.
again, pose questions about the
cutout they did not use: How many
carton 1 carton 2 carton 3 total number of eggs
eggs would be in each carton in
that case? (3 eggs) How many
equal groups of eggs would there
be in that case? (3 groups of 3
6 + 6 + 6 = 18
eggs) How many eggs would there
be in all in that case? (3 + 3 + 132 one hundred thirty-two Unit 5
3 = 9)
152 Unit 5
Developing Skills
Express multiplication as repeated addition
Let’s Learn In the Let’s Learn section,

students can make a diagram to
Multiplication can be expressed as the addition of the same number, or repeated addition. express the addition operations
numerically.
The symbol for multiplication is × and we read it as "times."
There are 3 fishbowls, each with 6 fish.

Clarifying Concepts
3 times 6 fish can be expressed as:
3 × 6 = 18 In some countries they use a • as
6 + 6 + 6 = 18 the multiplication symbol instead
There are a total of 18 fish. of a ×.
Let’s Practice
1. Count the objects and complete. Interpret Teacher Tip
a.
Use real objects to represent
groups with equal numbers
of objects. This way, students
can represent multiplication
operations with objects and then
6 + 6 + 6 + 6 represent them numerically.
There are 4 times 6 flowers.
b. In 5 Minutes
As a whole class, work on other

examples with groups of equal
5 + 5 + 5 numbers of objects. For example,
four shelves with six books on each
There are 3 times 5 ladybugs. one, or seven cars with five people
in each one.
Multiplication and Number Sequences one hundred thirty-three 133
Notes

Teacher Tip
Section 2 / Representing Multiplication
Have students use real objects

to help them with the repeated 2. Write each addition operation as a multiplication operation. Apply
additions.
a. 3 + 3 + 3 + 3 + 3 + 3 c. 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1
6 times 3 8 times 1
6 × 3 8 × 1
b. 6 + 6 + 6 + 6 + 6 d. 8 + 8 + 8 + 8 + 8 + 8
5 times 6 6 times 8
5 × 6 6 × 8
3. Represent the multiplication situations using . Apply
a. Pamela has 4 bags with 9 apples in each.
In 5 Minutes b. Peter has 6 bags with 8 pears in each.
You can change the numbers in

activities 2 and 3 to strengthen
the content of this section with
students, and students can work
on the activities together as a
whole class, or in groups. Use
for example, 4 + 4 + 4 + 4 + 4,
or John has five bags with four 134 one hundred thirty-four Unit 5
bananas in each.
154 Unit 5
Express multiplication as repeated addition
4. Write the answer for each multiplication using a repeated addition. Apply
a. 4 × 3
3 + 3 + 3 + 3 = 12
b. 2 × 6
6 + 6 = 12
c. 5 × 8
8 + 8 + 8 + 8 + 8 = 40
d. 3 × 7
Cutouts
7 + 7 + 7 = 21
To do the activity in the Quiz

Yourself section, ask students to
Quiz Yourself use Cutout 7 on page 161.
Read the problem. Use Cutout 7 on page 161 to represent the situation.
k
Michelle’s mother will bake some oatmeal cookies. Michelle wants to make 5 bags with 4 cookies
each to give to her friends. How many cookies should her mother make? Worksheet
Once students have worked with

multiplication as groups with
equal numbers of objects and
as addition of like terms, you
can strengthen this content with
Reinforcement Worksheet 2 and
Extension Worksheet 1.
Answer: Michelle's mother should make 4 + 4 + 4 + 4 + 4 = 20 cookies.
In 5 Minutes
Multiplication and Number Sequences one hundred thirty-five 135
and have them write four
multiplications. Then have them
Notes exchange their operations and
solve them.

Let’s Check!
Counting by 2s, 5s and 10s
Evaluation Part 1
1. Complete the number series.
Consider this part successfully a. Start with 18, then count forward by 2s.
completed if students complete at
least two of the series correctly. 18 , 20 , 22 , 24 , 26 , 28 , 30
Extra Support:
b. Start with 75, then count backward by 5s.
Use adding or subtracting
strategies.
75 , 70 , 65 , 60 , 55 , 50 , 45
c. Start with 90, then count backward by 10s.
90 , 80 , 70 , 60 , 50 , 40 , 30

Evaluation Part 2 2. Use the pictures to answer.
Consider this part successfully a.

There are 3 fishbowls.
both activities.
Each fishbowl has 7 fish.
Extra Support:
Use real objects to represent the There are 3 times 7 fish.
groups with the same number of
objects.
b. There are 2 sweaters.
Each sweater has 5 buttons.
There are 2 times 5 buttons.
136 one hundred thirty-six Unit 5
156 Unit 5
Unit 5
3. Match each picture with its description.

Evaluation Part 3
a. b. c.
match all the representations with
their descriptions.
Extra Support:
Ask students to describe the nests.
There are 6 groups of 5 eggs. There are 5 groups of 4 eggs. There are 4 groups of 6 eggs.

Evaluation Part 4
4. Write each addition operation as a multiplication operation and answer.
a. 7 + 7 + 7 b. 6 + 6 + 6 + 6 Consider this part successfully
3 times 7 4 times 6 completed if students write
the repeated additions as
multiplication operations.
3 × 7 = 21 4 × 6 = 24
Extra Support:
Use real objects to represent the
additions with equal groups.
How Did You Do?

For each color a . How Did You Do?

Multiplication and Number Sequences one hundred thirty-seven 137 students answer successfully, they
Notes

Section
3 Number Sequences
Organization Representing Number Sequences
Let’s Connect
UNIT 5:
Multiplication and Number Sequences Nina builds a tower with 8 blocks using the pattern:
Section 3: Number Sequences Start with 2 blocks and add 2 each time.
• Representing Number Sequences
• Continuing Number Sequences 2 4 6 8
• Completing Number Sequences
1 2
Language Skills

students can discuss the sequence
they made. 3 4
Clarifying Concepts
Things that are arranged according • How many blocks does Nina’s tower have? Remember!
to a rule or rules, or a sequence, are picture picture picture picture
The pattern of a sequence
arranged in a pattern. 1 2 3 4 is the rule that says how
the things in the sequence
are arranged.
2 4 6 8
In 5 Minutes
• Did Nina represent the sequence correctly? Explain.
Have students continue the Yes No , because two blocks were added each time .
sequence and ask them how they
know which number goes next in
the sequence.
138 one hundred thirty-eight Unit 5
Students can use real objects to
represent the situation, and work
on other easy variations, like 3, 6,
9, ..., or 4, 8, 12, ...
158 Unit 5
Represent number sequences
Let’s Learn
We can use objects or symbols to represent a number sequence.
pattern add 2 each time
number sequence 2 4 6 8 10
representation
Let’s Practice
1. Use Cutout 8 on page 163 to represent the number sequences and write the numbers. Apply
Cutouts
pattern Remove 3 cubes each time.
To represent the number
7 4 1 sequences, ask students to use
Cutout 8 on page 163.
Clarifying Concepts
pattern Add a above the line and remove a below.
When students finish activity
1, ask them which cubes from
1 2 3 Cutout 8 they should have used
if the pattern were “Remove two
cubes each time.” (They should
6 5 4 have used the five-cube and
three-cube towers)
Multiplication and Number Sequences one hundred thirty-nine 139 In 5 Minutes
Draw some sequences of objects

on the board and have students
Notes identify and continue them.
Use this as an opportunity to
determine which students are still
having difficulty with this content
area.

Teacher Tip
Section 3 / Number Sequences

sequences. This way, students can Continuing Number Sequences
establish a relationship between Let’s Connect
the concrete and the abstract
numerical. Henry lives in the fifth house in the picture.
Henry's House
51 47 43 39 35
• Do the house numbers increase ( ) or decrease ( )?
The house numbers decrease. Fun Fact!

Streets are usually separated
• What are the house numbers of the first and second houses? into even (2,4,6,8, … ) and
odd (1,3,5,7, … ) numbers.
One side has even house
first house 51 second house 47 numbers and the other side
has odd house numbers.
• What is the difference between 51 and 47? 4
• Is the difference between the third and fourth house the same as
the difference between the first and second? Explain.
Yes No , because the difference between 43 and 39 is also 4 .
• What is the house number of the fifth house? Complete.
51 47 43 39 35
In 5 Minutes
51 − 4 47 − 4 43 − 4 39 − 4
Have students continue the
47 43 39 35
sequence working together as
a whole class: each student
should say the next number in the 140 one hundred forty Unit 5
sequence.
160 Unit 5
Continue number sequences
Let’s Learn
To continue a number sequence we need to know the pattern of the sequence. The pattern
tells us how much the sequence increases ( ) by or decreases ( ) by each time.
+5 +5 +5 –5 –5 –5
70 75 80 85 85 80 75 70
increase add 5 decrease subtract 5
Let’s Practice
1. Use the patterns to continue the number sequences. Apply

a. pattern add 7
20 27 34 41 48 55 62 69
b. pattern subtract 3
84 81 78 75 72 69 66 63
2. Find the pattern for the sequence. Write the number on the last shirt. Analyze
In 5 Minutes
+3 +3 +3 +3
and have each group write the
25 28 31 34 37 first number and a pattern. Then
have students exchange their work
and figure out the ten numbers
that continue the sequence.
Students should work with
The pattern is add 3 (+ 3) . increasing and decreasing
sequences, but make sure that the
Multiplication and Number Sequences one hundred forty-one 141 initial number for the decreasing
sequences is sufficiently large.
Notes

Common Mistake
Section 3 / Number Sequences
Students might try to complete

sequences without analyzing them Completing Number Sequences
properly.
Tell students to analyze the Let’s Connect
sequences, and if necessary
Ashley has chosen a book and she reads a few pages every day.
represent them with objects to
help visualize the patterns.
I read the same How many pages does Ashley read each day?
number of pages
every day.
Teacher Tip
5 10 15 20 25
Ask students how many pages

Monday
onda Tuesday Wednesday Thursday Friday
Ashley will have read by another
day of the following week, if she
reads 5 pages every day. For • Ashley reads 5 pages on Monday and will read a total of 10 pages by Tuesday night. How many
example, ask them how many pages will she read on Tuesday?
pages she will have read by the
On Tuesday, Ashley will read 5 pages.
following Monday night. (40 pages
in all)
• Ashley will read a total of 15 pages of her book by Wednesday night. How many pages will she
read on Wednesday?
On Wednesday, Ashley will read 5 pages.

In 5 Minutes
• How many pages will Ashley read every day?
Have students complete other
examples of sequences. Ask Ashley will read 5 pages every day.
students about the strategies they
use to complete sequences, so • Does the total number of pages Ashley reads increase or decrease?
they can share information and
The total number of pages Ashley reads increases.
have more tools when working on
these kinds of problems.
• How many pages will Ashley read by Friday night? 25
Friday
142 one hundred forty-two Unit 5
162 Unit 5
Complete number sequences

Teacher Tip
Let’s Learn Students can create their own

material, representing tens and
ones with pieces of paper. Then
To complete a number sequence, you need to identify the pattern. they can represent the number
sequences in the Let’s Connect
4 8 12 20 and Let’s Practice sections using
their materials.
In this number sequence the pattern is add 4.
+4 +4 +4 +4 +4
4 8 12 16 20 24
Let’s Practice
1. Use the pattern to complete the number sequence. Apply

pattern subtract 4
72 68 64 60 56 52 48 44
Worksheet
2. Mark the correct patterns with a . Identify
Once students have practiced

a. The pattern is: add 6 add 8
representing, continuing and
completing number sequences,
they can strengthen this content
18 24 30 36 42 48 54 with Extension Worksheet 2.
b. The pattern is: subtract 10 add 10

In 5 Minutes
1 11 21 31 41 51 61 Divide the class into two teams,

or into smaller groups, and write
some incomplete sequences on the
Multiplication and Number Sequences one hundred forty-three 143 board. The team that completes
all sequences first, wins.
Notes

In 5 Minutes

Your Turn! section.
1 Which picture represents 4 × 3?
A Read the word problem

carefully. Look at the
choices and decide
which one represents
B 4 × 3.
C
Look for your answer
and mark it with an .
Your Turn!
2 Which picture represents 2 × 5?
144 one hundred forty-four Unit 5
164 Unit 5
Unit 5

Evaluation Part 1
1. Use the pictures to complete the sentences.
a. There are 2 groups of chicks. Consider this part successfully
Each group has 9 chicks. answer both activities.
Extra Support:
There are 2 times 9 chicks. Represent the situations with
objects.
b.
There are 4 mail boxes.
letters
Each mail box has 2 letters.
There are 4 times 2 letters.

Evaluation Part 2
2. Write the addition operations as multiplication operations. Represent the
operations with drawings.
a. 9+9+9 completed if students represent
and complete the multiplication
3 × 9 = 27 operations correctly.
Extra Support:
multiplication operations.
b. 4 + 4 + 4 + 4 + 4
5 × 4 = 20
Multiplication and Number Sequences one hundred forty-five 145
Notes

What Did You Learn?
Continuing Number Sequences

Evaluation Part 3
3. Use the patterns to complete the number sequences.
Consider this part successfully a. pattern add 6
both sequences correctly.
+6 +6 +6 +6
Extra Support:
43 49 55 61 67
Represent the sequences with real
objects.
b. pattern subtract 11
– 11 – 11 – 11 – 11
73 62 51 40 29
Completing Number Sequences

Evaluation Part 4
4. Find and write the patterns. Write the numbers in the number sequences.
Consider this part successfully a. pattern add 4 (+ 4) .
completed if students identify
both patterns and complete the
sequences correctly. 26 30 34 38 42 46 50 54
Extra Support:
Have students check if the pattern
is correct and determine one b. pattern subtract 2 (− 2) .
number of the sequence at a time.
81 79 77 75 73 71 69 67
146 one hundred forty-six Unit 5
166 Unit 5
Unit 5
Evaluation Part 5
5. Which answer represents 2 × 3? Consider this part successfully
completed if students answer
A correctly.
Extra Support:
B Represent the situation with real
objects.
C
6. A truck has 5 baskets with 8 apples in each. How many apples are there in all? Evaluation Part 6
A 13 apples
B 40 apples completed if students answer
C 80 apples correctly.
Extra Support:
7. What is the pattern for this number sequence? Represent the situation with real
objects.
80 65 50 35 20 5
A Add 15
B Subtract 15 Evaluation Part 7
C Subtract 10 Find T
est 5 Consider this part successfully
Study completed if students answer
Page correctly.
How Did You Do? Extra Support:
Have students check which pattern
For each color a .
works for the sequence.
How Did You Do?

Multiplication and Number Sequences one hundred forty-seven 147


Unit Summary
Language Focus

together. Propose an activity where Unit 5: Multiplication and Number Sequences
No, but it’s similar!

In this unit we learned Multiplication is adding a
how to multiply. number many times.
Is multip
multiplication the Right! Now I remember. The
a addition?
same as sign for multiplication is an .
We also learned to And you can represent

continue and complete number sequences with
number sequences. objects.
You have to identify That’s right. I like to use

patte for each
the pattern marbles or blocks!
seq
sequence.
168 Unit 5
Clarifying Concepts
Name: Grade:
summary are:
− Multiplication
− Counting by 2s, 5s and 10s
forward by 2s 2, 4, 6, 8, 10, …
Counting − Groups with equal numbers of
s objects
Math Strategie by 2s, 5s forward by 5s 5, 10, 15, 20, 25, …
and 10s − Repeated addition
backward by 10s 100, 90, 80, 70, 60, … − Number sequences
There are 2 groups.

Groups with Each group has 3 balls.
Equal Numbers
of Objects
Representing There are 2 times 3 balls.
Multiplication
5+5+5+5
Multiplication
as Repeated 4 times 5
Addition 4 × 5 = 20
Representing
3 2 1
+2 +2 +2 +2
Number
Continuing
+3 +3 +3 +3
Completing
3 6 9 12 15

Unit Review

Remov
e,
these activities, review the Let’s Unit 5: Multiplication and Number Sequences answe
r and
Learn section from the following glue in
your
pages in the Student’s Book. 1. Complete the number sequences. notebo
ok.
Question 1: pages 125, 127 and
129 a. Count by 2s. Start at 20 and count backward.
20 , 18 , 16 , 14 , 12 , 10
b. Count by 5s. Start at 35 and count forward.
35 , 40 , 45 , 50 , 55 , 60
c. Count by 10s. Start at 100 and count backward.
100 , 90 , 80 , 70 , 60 , 50
2. Use the pictures to complete the sentences.

a.
There are 4 boxes.
Each box has 6 eggs.
There are 4 times 6 eggs.
b.
There are 3 flower vases.
Each flower vase has 3 flowers.
There are 3 times 3 flowers.
170 Unit 5
Unit 5
these activities, review the Let’s
Learn section from the following
glue here
3. Write and represent the multiplication using . pages in the Student’s Book.
6 times 2 Questions 3 and 4: page 133
Question 5: pages 139, 141 and
6 × 2 143
4. Use addition to solve the multiplication operations.
glue here
a. 2×8= 8 + 8 = 16
b. 4×7= 7 + 7 + 7 + 7 = 28
5. Use the patterns to continue and complete the number sequences.
a.
glue here
−5 −5 −5 −5 −5 −5 −5
85 80 75 70 65 60 55 50
b.
+6 +6 +6 +6 +6 +6 +6
glue here
26 32 38 44 50 56 62 68
c.
+7 +7 +7 +7 +7 +7 +7
48 55 62 69 76 83 90 97
glue here

Glossary
2.1
Key Words Unit 1 2.3
Key Words Unit 3
decreasing – adj, becoming smaller in size, on – prep, used to indicate position in

amount, number, etc. contact with and supported by the top
equal – adj, having the same mathematical surface of something
value side – n, a surface or line forming a border
increasing – adj, becoming larger or greater or face of an object
in size, amount, number, etc. two-dimensional shape – n, a shape that
pattern – n, the regular and repeated way in has only two dimensions (such as length
which something happens or is done and width)
under – prep, in or to a lower place than
Key Words Unit 2 something
2.2
vertex – n, the point where two lines meet to
estimate – v, to form a general idea about form an angle
the value, size or cost of something
2.4
Key Words Unit 4
adding in columns – phr, a strategy for

solving an addition without breaking down
any numbers
hundreds – n, the place value third from the compose – v, to form a number by adding
right that represents groups of 100s its parts
ones – n, the place value farthest to the decompose – v, to separate a number into
right that represents 1s its parts
place value – n, the value assigned to a

digit within a number, based on its location
23
in that number
tens – n, the place value second from the
right that represents groups of 10s 20 + 3
148 one hundred forty-eight
172
Glossary
digit – n, any of the numerals from 0 to 9 balance – v, to arrange so that one set of
elements exactly equals another
2.5
Key Words Unit 5 barn – n, a building used for storing grain
and hay and for keeping farm animals or
multiplication – n, an operation of adding a farm equipment in
number to itself one or more times behind – prep, at, to or toward the back of
number sequence – n, a set of numbers or block charts – n, information in a graph in
objects arranged according to a specific rule the form of blocks
or pattern
repeated addition – n, adding a number to
C
itself one or more times
times – prep, multiplied by calendar – n, a chart showing the days,
weeks and months of a year
A M T W
JANUARY
T F S
CALENDAR
FEBRUARY
2019
1 2 3 S M T
4 5 6 W T F MARCH
7 8 9 S S M T W
10 11 12 1 2 3 T F S
14 15 16 13 4 5 6 S
17 18 19 7 8 9 1 2 3
21 22 23 20 11 12 13 10 4 5 6
24 25 26 14 15 16 7 8 9
28 29 30 27 17 10
add – v, to put two or more numbers 31 18 19 20 11 12 13

21 22 23 14 15 16
25 26 27 24 18 19 20 17
APRIL 28 21 22
25 26 27 23 24
M T W 28 29 30
T F S MAY 31
1 2 3 S M T W
4 5 6 T F S JUNE
7 S
together to find a total or sum

8 9 10 M T W
11 12 13 1 2 3 T F S
15 16 17 14 6 4 5 S
18 19 20 7 8 9 10
22 23 24 21 13 11 12 3 1 2
25 26 27 14 15 16 17 4 5 6 7
29 30 28 20 21 22 18 19 10 11 12 8 9
23 24 25 13 14 15
27 28 29 26 17 18 19 16
JULY 30 31 20 21 22
24 25 26 23
M T W 27 28 29
addend – n, a number that is added to 1 2 3

8 9 10
15 16 17
T F S
4 5 6
11 12 13
S
7
14
M T W
5 6 7
AUG UST
T F S
1 2 3
S
4
M T W
SEP TEM BER
T F S
S
30
18 19 20 8 9 10
22 23 24 21 12 13 14 11 2 3 4 1
25 26 27 15 16 17
another 28 18 5 6 7
29 30 31 19 20 21 9 10 11 8
22 23 24 12 13 14
26 27 28 25 16 17 18 15
29 30 31 19 20 21
23 24 25 22
OCTOBER 26 27 28
30 29
M T W NOV EMBER
T F S
1 2 3 S M T W
4 5 6 T F S DECEMBER
addition – n, the act, process or operation 7 8 9

14 15 16
21 22 23
28 29 30
10 11 12
17 18 19
24 25 26
12
20
27
4 5 6
11 12 13
7
14 15 16
1 2 3
8 9 10
17
S M T W
2 3 4
T F S
5 6 7
8
S
1
31 18 19 20 9 10 11
21 22 23 12 13 14
25 26 27 24 16 17 18 15
of adding 28 29 30
23 24 25
30 31
19 20 21
26 27 28
22
29
airplane – n, a machine that has wings and

an engine and that flies through the air cat – n, a small animal that is related to
lions and tigers and that is often kept by
B people as a pet
characteristic – n, a special quality or
backward – adv, toward the back or the trait that makes a person, thing or group
beginning different from others
chick – n, a baby bird
0 1 2 3 4 5 6 7 8 9
one hundred forty-nine 149
07 PM2stGlossary.indd 149
Glossary 173
3/23/16 3:22 PM
collect – v, to get (things) from different
E
places and bring them together
equal – adj, the same in number, amount,
degree, rank or quality
equality – n, having the same quantity, size
or measurement
count – v, to add (people or things) together =

to find the total number
cow – n, a large animal that is raised by
people for milk or meat, usually on a farm F
fish – n, a cold-blooded animal that lives in

D water
fishbowl – n, a glass bowl used for keeping
date – n, a particular day of a month or year
live fish as pets
day – n, a period of 24 hours beginning at
fish tank – n, a glass container in which
midnight
living water animals and plants are kept
M T W T F S S
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
floor – n, the part of a room on which you
stand
difference – n, the result after subtracting fold – v, to bend one part of (something)
one number from another over or against another part
dog – n, a domestic mammal that eats meat forward – adv, toward the front or end
and is closely related to the gray wolf
duck – n, a web-footed swimming bird
H
duckling – n, a young duck
hen – n, an adult female chicken
150 one hundred fifty
174
Glossary
minuend – n, a number from which another
I
number is subtracted
imbalanced – adj, the state of being out of month – n, one of the twelve parts into
balance or out of proportion which the year is divided
inequality – n, a condition where two
quantities are not equal N
inside – prep, in or into the interior of
number series – n, numbers arranged in
interpret – v, to explain the meaning of
order following a specific pattern
L
O
leave (left) – v, to have as a remainder
on – prep, in contact with and supported by
length – n, a measurement of how long
something is
P
less – adj, smaller in amount or number
pack – n, a group of items packaged as a
unit
paint – n, a liquid mixture of coloring matter
to spread on a surface
paint brush – n, a tool used for painting
plant – n, a living thing that grows in the
M ground, usually has leaves or flowers, and
needs sun and water to survive
measure – v, to find out the size, length or
amount of (something)
measurement – n, a size, length or amount R
known by measuring something
record – v, to write (something) down so that
it can be used or seen again in the future
one hundred fifty-one 151
Glossary 175
3/23/16 3:22 PM
recycle – v, to make something new from sheep – n, an animal with a thick woolly
something that has been used before coat that is often raised for meat or for its
wool and skin
shelf – n, a flat piece of wood on a wall or in
a bookcase to hold objects
similarity – n, a point in which things are
similar
robot – n, a real or imaginary machine that soccer ball – n, a round object used for
looks like a person or an animal controlled playing soccer
by a computer star fish – n, a sea animal that has five
arms and that looks like a star
S strategy – n, a carefully planned way of
doing something
same – adj, exactly like someone or
subtract – v, to take one quantity or number
something else
away from another to find the remainder
scale – n, a device that is used for weighing
subtrahend – n, a number that is
people or things
subtracted from another number
survey – n, an activity in which many people
are asked questions in order to gather
information about what most people do or
think about something
sea horse – n, a small fish that has a head T

that looks like a horse’s head and that
swims with its head above its body and tail table – n, an orderly arrangement of facts
or figures in rows or columns for quick
sequence – n, a group of things that come
reference
one after the other
tally – n, a score or point made
shape – n, the form or outline of an object
152 one hundred fifty-two
176
Glossary
trough – n, a long shallow container for the window – n, an opening in a wall for letting
drinking water or feed of domestic animals in light or air
U Y
under – prep, below or covered by something yarn – n, a long, thin piece of cotton, wool,
etc., that is thicker than thread and that is
used for knitting and weaving
W
year – n, the regular period of twelve months
week – n, a period of seven days that begins in January and ends in December
width – n, a measurement of how wide
something is
Place Value Chart

Example: 864
H T O
(hundreds) (tens) (ones)
8 6 4
Math Symbols
Addition +
Subtraction −
Equal =
Multiplication ×
one hundred fifty-three 153
Glossary 177
3/23/16 3:22 PM
Cutouts
Cutout 1
Laura Laura
Cutout 2
one hundred fifty-five 155
178
Cutouts
Cutouts
Cutout 3
one hundred fifty-seven 157
08 PM2stCutouts.indd 157
Cutouts 179
3/23/16 3:27 PM
Cutouts
Cutout 4
one hundred fifty-nine 159
180
Cutouts
Cutouts
Cutout 5. Use on page 130 (Unit 5).
one hundred sixty-one 161
08 PM2stCutouts.indd 161
Cutouts 181
3/23/16 3:27 PM
Cutouts
Cutout 8
one hundred sixty-three 163
182
Cutouts
Stickers
Sticker Set 1
Sticker Set 2
a.
b.
c.
one hundred sixty-five 165
09 PM2stStickers.indd 165
Stickers 183
3/10/16 11:16 AM
Stickers
Sticker Set 3
a.
b.
Sticker Set 4
a.
b.
one hundred sixty-seven 167
184
Stickers
Stickers
Sticker Set 5
a.
b.
c.
Sticker Set 6
a. b.
Sticker Set 7
one hundred sixty-nine 169
09 PM2stStickers.indd 169
Stickers 185
3/10/16 11:17 AM
Stickers
Sticker Set 8
Sticker Set 9
Sticker Set 10
18
66 53 27 99
one hundred seventy-one 171
186
Stickers
Notes
187
Notes
188
A new course for primary with lots of activities to help learners develop
competencies in math while developing their English language proficiency.
• Student’s Book
• Teacher’s Guide
• Reinforcement and Extension Worksheets
• Evaluations
• Digital Book
• Weblinks at www.richmond.com.mx/pathwaytomath
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Teacher ’s G u i d e

Pathway to Math Teacher’s Guide Level 2

First Edition: June 2016

Pathway to Math 2 is a collaborative work, created and designed by

Publisher: Justine Piekarowicz

Cover Photograph: ©THINKSTOCK: TongRo Images (TongRo Images)

All rights reserved. No part of this work may be reproduced, stored in

Richmond publications may contain links to third party websites or

Introduction to Pathway to Math for the Teacher ...............................4

• Unit 4...................................................................................... 114

• Unit 5...................................................................................... 142

Glossary ................................................................................... 172

Some of the benefits of CLIL are:

• CLIL can be very successful in helping improve young learners’ self-confidence

• Further texts and activities at www.richmond.com.mx/pathwaytomath.

Answer Key and Teaching Notes

• Unit Vocabulary Answer Key and Teaching Notes Pathway to Math 2

Unit Vocabulary Initial Evaluation

44 Unit 2 Numbers Up To 100 45

• Organization Answer Key and Teaching Notes Pathway to Math 2

Read and write numbers up to 100

• Lead In 1. Match each number with its word form. Relate

1 Numbers Up To 100 Ask students how many tens they

Have students cut out two

Draw some groups of objects on

Initial Pages of the Unit

Unit Number and pattern

2. How many books do you need to add

Key Words for Unit equal shelf 1

Why are books

In this unit you will learn to:

Learning Objectives • do your work in a clear and organized way.

8 eight Unit 1 Patterns and Equalities nine 9

for Unit 02 PM2stU1.indd 8 3/30/16 3:05 PM 02 PM2stU1.indd 9 3/30/16 3:05 PM

Units Organized into Sections

Number Patterns Let’s Learn

Let’s Connect A number pattern is a rule that makes a group of

Title and Subtitle of Section

Sections organized by add 2 add 2 add 2

learning process: step 1 step 2 step 3 step 4

Remember, when you add,

yes no remove add

14 fourteen Unit 1 Patterns and Equalities ﬁfteen 15

02 PM2stU1.indd 14 3/23/16 3:13 PM 02 PM2stU1.indd 15 3/23/16 3:13 PM

Mike follows a pattern to make a tower. He has

You can use

Patterns and Equalities nineteen 19

Let’s Learn 3 Data

1. Match each number with its word form. Relate Snack

Number sequences can be:

Patterns and Equalities

Numbers Up To 100 forty-one 41

03 PM2stU2.indd 41 3/23/16 3:17 PM

05 PM2stU4.indd 114 3/23/16 3:19 PM

Key Words Look at the picture and answer.

Geometry and Data

airplane 2. Look at the picture. Is the “Height

• What Did You Learn?

objects and people. Children in the Classroom